UNIVERSITY OF CALIFORNIA, DAVIS • SCHOOL OF EDUCATION

SPRing 2013

Eliminating Inequities in the Schooling and Learning Opportunities for Diverse Learners: The School’s Next Ten Years From the Dean And Now for the Contents UC Davis school of education • Catalyst • spring 2013

4 School Launches New Alumni Association Next Ten Years... 10 Regional Workshop on Public Participation 4 in Scientific Research f a parent came to you and asked ‘How will your what we stand for. The outcome of this organizational 12 Conference on Innovation and Entrepreneurship “Iwork help my child?’ what would you answer?” This self-reflection has resulted in recasting our vision for why is the question that one of my colleagues in the School of we do this work: we must eliminate inequities in the 15 G rant from Vietnam Education Foundation Education posed during a recent discussion of which final- schooling of and learning opportunities for diverse ist was the best fit for a new faculty position. It’s a good learners by advancing the power of knowledge and the 17 School Welcomes New Assistant Dean question, a great question. It’s the right question. How promise of education. would each of us in the School answer it? Of course, realizing this vision in today’s complex world 22 Special Section: Big Issues, Big Ideas I have come to believe that keeping that question won’t be easy. No one said it would be. And it is abundantly front-and-center in each and every one of our programs clear—despite the contrary rhetoric of innumerable 38 Partnering with Industry to Prepare Students in STEM in the School of Education is, without embroidery, the “reformers” who have captured the media’s attention—that 42 A lumni Receive Soderquist Award right thing to do. It will keep us focused. It will lead to there is no silver bullet to make things right for California’s the best outcomes for all learners. And it will also allow and America’s disenfranchised learners. The practice of 44 Power of 10 Scholarship Fund us to become nationally prominent by being regionally finding scapegoats to account for public education’s problems relevant... by doing the right thing. I know all of us in the has had a pernicious effect by isolating and dividing 48 Shakespeare Workshops Reinvigorate Teachers School believe that this commitment to serving children educators and other professionals whose help is critical to and families and communities should be our guidepost for making change happen. The School of Education will have 52 H onoring Educators Awards Ceremony the next ten years—and beyond. to continue looking outward to partner with those who have 54 N ews & Events The School of Education has been thinking ahead, the same commitment to eliminate inequities and implement 10 12 informally but also as part real solutions. 57 Student News & Notes of a formal strategic To make a difference for all learners, we must operate at planning exercise for multiple levels in and out of schools. We must apply tested the next phase of our approaches but also assert ourselves boldly in trying what growth. We have is new and potentially game-changing. The School takes re-examined the this need for multiple, and parallel, efforts seriously. Within values and core schools, we already have substantial programs that impact 15 beliefs that students directly, that both prepare and further the skills of E ditor: Donna Justice, Director of Marketing & Communications inform our some of California’s best teachers, and that address the needs [email protected], (530) 754-4826 work—in of both site- and district-level administrators. Production Manager and Copyeditor: Heidi Sciutto, Development and External Relations Coordinator short, But even these efforts are not comprehensive enough. Copy: Charisse Ceballos, Marketing Assistant, and Donna Justice, Editor Faculty and staff at the School must continue our work to Contributors: Harold Levine, Dawn Rowe, Joanne Bookmyer, Sandi Redenbach, Marlene build and empower communities, to develop and improve Bell and Wendy Gallimore Design: Steve Dana, UC Davis ATS/Mediaworks out-of-school learning opportunities, and to do scholarly Photography: Donna Justice, Heidi Sciutto, and TJ Ushing, UC Davis ATS/Mediaworks, work that will inform policymakers and field-based Gregory Urguiaga, University Communications educators with sound and timely research. Website: http://education.ucdavis.edu Keep in Touch And finally, looking forward to the next ten years, the UC Davis School of Education Alumni and friends, please let us 17 22 School must continue to take risks, scan the environment for One Shields Ave know about your accomplishments Davis, CA 95616 ways that our skills and expertise can be helpful, and think and other news by sending us updates entrepreneurially to provide resources for solutions that Dean: Harold G. Levine at [email protected]. Associate Dean: Paul Heckman education’s great challenges require. Assistant Dean, Development and We have ten years of hard-earned experience behind us. External Relations: Adrienne D. Capps facebook.com/UCDavis.Education Assistant Dean, Finance, Administration and J Ushing/UC Davis

T We will leverage what we have learned to realize our vision. Strategy Development: Damian Chapman twitter.com/UCDEducation This is our commitment. Interim Executive Director, CRESS Center: pinterest.com/UCDEducation Renee Newton Photo by 38 – Dean Harold Levine 2 Catalyst magazine / Spring 2013 UC Davis school of education / Bold Ideas. Innovative Solutions. 3 alumni news & notes

School Launches New Cal Aggie Alumni Association

SOEAA Programs

■■ M entor: Connect with School of Education graduate students and/or our charter school students at West Sacramento Early Council Members he UC Davis School of Education is pleased Your Alumni Network College Prep (grades 6-12) for career and education planning to announce the creation of the new School and support. T A ll UC Davis School of Education graduates Sandi Redenbach (BA ’72, Credential ’73), Chair of Education Alumni Association (SOEAA). The ■■ Hire: Submit job postings for teaching and other education- automatically become members of the SOEAA— SOEAA is housed at the School, but is strategically related positions in your school or company. Patrick Bohman (Credential ’07, MA ’08), Vice Chair there are no dues or membership fees. We are proud aligned with the UC Davis Cal Aggie Alumni to offer a variety of opportunities through volunteer, ■■ Speak: Share your experience and expertise in the classroom Marlene Bell (BA ’68, Credential ’71) Association (CAAA). With this new designation professional development, and philanthropic programs and through lectures, panels and speaking events. and this new CAAA partnership comes many great José Bermudez (Credential ‘06, MA ‘07) that keep us all connected as a part of the UC Davis new services for educational alumni. ■■ Recruit: Refer and encourage qualified graduate students for Bill Cochran (BS ‘73, Credential ‘74) School of Education family. our Teaching Credential, Masters, EdD and PhD programs.

“Ours is the first official school or college chapter ■■ Sue Colombano (BA ‘70, Credential ‘71) The School has educated more than 7,000 teachers, Network: Join us at annual alumni events, such as Fall of the CAAA,” said Adrienne Capps, assistant counselors, researchers, and other education leaders. Welcome and the Honoring Educators Awards Ceremony, F adia Desmond (PhD ’04) dean of development and external relations. “This In all 50 states and more than 45 countries around the as well as student events, such as orientations, career fairs, means that we can now leverage CAAA events and Roy Engoron (BA ’62, MA ’65, Credential ’66) world, School of Education alumni are shaping better research presentations, and graduation. marketing opportunities in ways that we could not lives and creating brighter futures through education. ■■ Give: Support the School’s Annual Fund, which provides Sharon Rose (BS ’60, Credential ’61) in the past.” student scholarships for future teachers, researchers and L isa William-White (Credential ‘99, PhD ‘03) The SOEAA is organized with the assistance educators as well as supports key initiatives that engage of a group of alumni volunteers who alumni and the broader community in our mission. Carolyn Zachry (EdD ‘09) serve on the School’s Alumni ■■ Serve: Build future programs for the SOEAA by participating Council. Council members on Alumni Council committees or as a Council member. work closely with the School to identify needs and ■■ Nominate: Submit nominations through our annual Stay Connected opportunities to support Honoring Educators Awards Ceremony for outstanding F or more information about upcoming faculty, students, staff, students, alumni, faculty or education advocates who work to networking events, lectures, volunteer activities, and programs. They effect positive change in schools, colleges, and universities in represent fellow our region and beyond. and professional development opportunities, graduates and ■■ Share: Send us a note about your recent professional and please contact Doreen A. Barcellona, associate ensure that alumni personal accomplishments so that we can share your story director, alumni and external relations, at have a positive with others. [email protected] or (530) 754-2131, impact on the ■■ Learn: Attend lectures, conferences, and other professional or visit http://education.ucdavis.edu/alumni. ongoing growth development opportunities to continue your own education. and development of the School of ■■ Join: Become a member of the Cal Aggie Alumni Association. Education. Use membership offer code (SOE13) and a portion of your membership will support the School of Education. Recent alumni (within one year of graduation) will receive a discount. Go to http://www.alumni.ucdavis.edu for more information.

4 Catalysttalyst magazine / Spring 2013 UC Davis school of education / Bold Ideas. Innovative Solutions. 5 uc davis school of education alumni news & notes

Alumni Council: Update from the Chair Alumni Sandi Redenbach (BA ’72, Credential ’73) Updates LeAnn Fong-Batkin (EdD ‘11) Gouvea and Arash Jamshidi) at the Annual Meeting of the he Alumni Council, now in its fifth year, has a lot to host of resources in presented “Racial Microaggressions American Educational Research Association in April. Hedman is celebrate. In the last two years, the Alumni Council has terms of marketing T in California Community co-director of the Sacramento Area Science Project. been working on some very big ideas. First, we created bylaws and communications College Administration: The to formalize our roles and responsibilities. In that process, we and events support. Sandi Redenbach Leadership Experience of Women M ong Thi Nguyen (BA ’04, PhD ’12) presented “Language also created the Alumni Council Scholarship. I’m proud that All education alumni of Color” in November 2012 at Learning and Reflection: Merging Intellectual and Creative all Council members have pledged to make a gift each year that are automatically the Association for the Study of Expressions Through Digital Storytelling” and “Mediated together will support one Teaching Credential scholarship. members of the SOEAA (see pp. 4-5 for more details). Higher Education’s Council on Documentation: How Multiple Forms of Media Are Helping We have also been busy building the foundation for the new In the coming year, we will be working hard to develop new Ethnic Participation. The study Us Reveal New Ways to Frame Teaching and Learning” at UC Davis School of Education Alumni Association (SOEAA). programs and benefits to connect and reconnect our alumni. analyzes the career trajectories and the Annual Meeting of the American Educational Research The goal has been not only to keep alumni involved, but also One program has already started with alumni mentoring sources of support for 13 California Association in April. to create a larger sense of community—a professional home students at the School’s charter school, West Sacramento Early LeAnn Fong-Batkin community college women of color for alumni and a place where they can interact with each College Prep, to help them make the transition to college. We are administrators and the effect of Irina Okhremtchouk (PhD ’11) other as well as with students and faculty, and have access to looking forward to building many new programs and initiatives racial microaggressions and offers strategies that subjects presented “Teacher Readiness professional development and educational opportunities. and welcome your thoughts and ideas. used to overcome major obstacles in their journey to become to Work with English Language I am very proud that our SOEAA will actually be the first I want to encourage alumni who are interested in serving on administrators. Fong-Batkin is an education programs Learners: Arizona Context” (with school or college chapter of the UC Davis Cal Aggie Alumni the Council or getting more involved in our programs and events consultant at the California Department of Education. PhD student George Sellu) at the Association (CAAA). This means we will have access to a whole to contact me at [email protected]. Annual Meeting of the American Alumni Presenters at Annual Meeting Educational Research Association in of Education Researchers April. Okhremtchouk is an assistant professor of education at Arizona W e’re Nearly There: Update on the UC Davis School of M aria-Cecilia Gomez (PhD ’10) presented “Exploring State University. Education’s Progress in The Campaign for UC Davis Academic Language in Exemplary Beginning Teachers Through a Constructivist Inquiry Approach” (with School Shonte Stephenson (MS ’08, PhD Irina Okhremtchouk of Education faculty Al Mendle, Barbara Merino, and ’11) presented “Using Assessments hanks to the steadfast support and ing our faculty and staff as they innovate, to Capture Students’ Understanding generosity of people and organiza- research, teach, and serve the public; and Rick Pomeroy) at the Annual Meeting of the American T of Epistemic Commitments Across Content Areas and Time” tions who care about education and by empowering our alumni and supporters Educational Research Association in April. believe in the UC Davis School of Educa- to succeed and create opportunities for at the Annual Meeting of the American Educational Research tion’s commitment to put the power of engagement with the School. M ary Gwaltney (BA ’91, PhD ’12) presented “Reading Association in April. knowledge to work for all learners, we The School of Education set an ambi- Comprehension and Component Skills in Elementary and are very close to reaching our goal of tious goal of $16 million in The Campaign Secondary Students on the Autism Spectrum” (with School M arguerite Wilson (MA ’08, raising $16 million in The Campaign for UC Davis. for UC Davis, and we have made significant progress of Education professor Peter Mundy and PhD students PhD ’12) presented “Metaphors We The Campaign for UC Davis is a university-wide initia- toward reaching it. As of May 22, 2013, campaign gifts Frances Holmes, Lindsay Swain, and Nancy McIntyre) at Learn By: Student Participation tive to inspire 100,000 donors to contribute $1 billion to the School have surpassed $15.4 million in philan- the Annual Meeting of the American Educational Research and Literacy Practices in New in philanthropic support. Through this effort, UC Davis is thropic support—thanks to many of you. In fact, alumni and Association in April. Mainstream Mathematics expanding its capacity to meet the world’s challenges and friends of the School have generously donated nearly $3.6 Classroom” (with PhD students educate future leaders. The campaign is the university’s million of this total since the campaign began in 2006. Rich Hedman (BS ’89, MA ’10) and Lin Xiang (MA Daniella Torres-Torretti and Orlando first comprehensive fundraising effort, and it creates an We have bold aspirations for the School of Education, ’05, PhD ‘11) presented “Examining How Teachers’ Carreón) at the Annual Meeting unprecedented opportunity to extend the university’s influ- and we ask you to be equally bold as you think about Understanding of Models Interacts with Their Beliefs of the American Educational ence, both locally and globally. how you can engage and make an impact on students, and Intentions About Teaching Science” (with School of Research Association in April. In the campaign, the School of Education has an his- faculty, and programs at the School. We invite you to Education associate professor Cindy Passmore, physics Wilson is an assistant professor of toric opportunity to achieve its vision—by helping the most join us. For more information, contact Adrienne Capps at lecturer Wendell Potter, Sacramento Area Science Project human development at Binghamton Marguerite Wilson promising students to learn and discover here; by support- (530) 754-7024 or at [email protected]. director Arthur Beauchamp, and PhD students Julia Svoboda University – SUNY.

6 Catalyst magazine / Spring 2013 UC Davis school of education / Bold Ideas. Innovative Solutions. 7 faculty profile W hat Her Colleagues Have to Say….

Perhaps no group of people understands the magnitude of Barbara Goldman’s accomplishments better than the Resident Historian, Educator, faculty of the School’s teacher education program. Here are a few of the comments they made about her work, impact, and legacy. and Campus Leader to “Barbara Goldman is the consummate leader—with her “Barbara is a strong advocate for all of our teachers and Retire profound depth of understanding of the complexities involved for all students. She is compassionate, kind, keenly intel- in all aspects of teacher education, including recruitment, ligent and gentle. She has been a real leader: speaking curriculum, policy, and accountability. She has an amazing up for Teacher Ed whenever needed, listening carefully fter 35 years of service to UC Davis, Barbara Goldman, associate director of teacher education, will retire ability to galvanize a team in which diverse perspectives are and generously whenever possible and guiding all of us in June. She leaves behind a legacy that stretches far beyond her three decades of devotion to the campus and A highly encouraged. Barbara’s guidance has been a key lever who have the privilege of working with her in an amaz- teacher education. to ensure that our programs not only meet the requirements ingly effective way. She will be sorely missed.” Goldman came to UC Davis in 1977, teaching in the Department of Behavioral Science in the College of Agricul- of the California Commission on Teacher Credentialing, but ture, where she taught undergraduate courses in program evaluation and teaching credential courses for more than – Beth Foraker, lecturer/supervisor, elementary teaching credential also do so in ways that safeguard our philosophical tenets 10 years. (During her first two years, she completed her PhD from Cornell.) of reflection, collaboration, advocacy, and inquiry—consis- Her expertise in what was an emerging field, education evaluation and policy, and 10 years of experience on “Barbara’s approach to leadership—her combination tently, and in the most effective way—through modeling, and campus led then-Chancellor James Meyer to name her special assistant to the chancellor. of wisdom and humor—has left a lasting mark on our with a door that is ALWAYS open. To say that she will be “Chancellor Meyer decided to invest in education, seeking to apply the agricultural extension model to increase teacher education program faculty. The way we work missed is a serious understatement. The only way one could education outreach to communities,” said Goldman. “CRESS [Cooperative Research and Extension Services to together and toward common goals is in large part due feel more cared for by Barbara would require coming back Schools] was really his idea. This was the beginning of the cam- to the structure and faith in our professional decisions in another life as a cat.” pus’s rethinking of the function of an education unit.” that she provides.” – Shannon Cannon, lecturer/supervisor, elementary teaching credential In her role as special assistant (she continued to – Pauline Holmes, lecturer/supervisor, English teaching credential teach part-time), Goldman drove the devel- opment of a new architecture for the disparate education functions that existed on the campus credential programs were merged into one teacher education California. “Each and every one of these teachers came under at the time. Through her department. Eventually, her work led to the formation of the Divi- Barbara’s watchful eye,” said Dean Harold Levine. “This impact efforts, most of the sion of Education. on public education in our region and state is among Bar- subject matter proj- In the early 1990s, Professor Barbara Merino was named the bara’s most visible and meaningful legacies. All of us who are ects were brought first faculty director of teacher education. Goldman was named committed to public education have much to thank her for.” into the CRESS associate director, serving in that role for nearly 20 years. In 2006, Goldman received the James H. Meyer Distin- Center, and Goldman credits Merino’s work to “take on a research-based guished Achievement Award, among the most prestigious all of the profile” as the beginning of the intellectual and physical growth awards bestowed by the campus. Goldman was the 34th of the education program and eventual decision to transform the recipient of the award and only the second from the School of division into a school. Education. Her nominator, Jim Grieshop, professor emeritus in Together, Merino and Goldman weathered very constricted human ecology, said, “I have always found Barbara to be very budgets in the 1990s when the Division of Education was almost humble. She is never one to seek recognition for her work.” eliminated. “Those were difficult times,” said Goldman, “but as “For me it all boils down to the students, the students, the the budget got better, the campus recommitted to supporting the students,” Goldman said on receiving the honor. “I am proud division and eventually invested in the School.” to work at a land-grant university whose obligation it is to From its nascent beginnings through the tough budget years, solve the problems of the people. Attending to the education of Goldman was a steady hand steering the course of the teacher children has to be right at the top of the list of issues to which education program. Over the last 15 years, she has presided the university must apply its talents and resources.” over unprecedented growth in the program, as well as mind- “Barbara has brought so many skills to teacher education, boggling changes in federal and state requirements for creden- and the School of Education more generally, that it would be tialing teachers. “The job has become much more complex,” said impossible to list them all,” said Levine. “The associate director Goldman. “There are more and more regulations, and the recent position is a demanding and complicated one, but Barbara trend for assessment has led to a lot of reporting to state and has made it seem effortless because of her extraordinary orga- federal agencies.” nizational skills, her creativity in problem-solving, her ability to During her time as associate director of teacher education, tackle the small issues while always keeping the big picture of the program’s annual enrollment has grown from 94 to 154 this teacher education in mind, and, of course, her common sense year. In all, Goldman has overseen a program that has gradu- and great wisdom.” ated more than 2,300 well-prepared teachers for the state of

8 Catalysttalyst magazine / Spring 2013 UC Davis scchoolhool of educationation / Bold Ideas. Innovative Solutions. 9 faculty news & Notes Funding Schools Differently: Education Professor Hosts Regional A Report on Governor’s Proposal for an Overhaul Workshop on Public Participation in n the complex world of school finance, reduce inequities. Brown’s proposal is a good start, Ithere may be only one issue upon providing a “very explicit and simple formula.” Scientific Research which researchers, administrators and The lack of a clear link between resources policymakers agree: the way we fund and outcomes, “is no excuse for avoiding the schools in California is overly complex, hard work of improving our current finance ssociate Professor Heidi Ballard, an expert in Keynote speaker Allen Fish, often unfair, and downright cumbersome. system,” they write. “A strong finance system Aenvironmental science education and Public Participation director of the Golden Gate Raptor Agreement on a fix is elusive. Proposed is an essential component of a strong in Scientific Research (PPSR), hosted the first Northern California Observatory, emphasized the solutions abound. education system.” PPSR Regional Workshop at UC Davis in February. importance of vetting and training volunteers to ensure The most recent proposed With support from the S.D. Bechtel, Jr. Foundation, Ballard and a good fit between the work of the organization and the overhaul, offered by Governor PhD student Colin Dixon led more than 50 environmental program interests and skills of the volunteers. “I call PPSR Public Jerry Brown, received a thorough leaders and scientists in discussions on how best to engage Empowered in Service of a Result,” said Fish. “Good analysis by Heather Rose, non-scientists in research and conservation programs. volunteer management does not take an impoverished view associate professor in the Brown’s solution would “It was exciting to host such a diverse array of organizations of volunteer activities. Make sure to communicate results UC Davis School of Education and people with varying levels of experience in working with clearly to volunteers because they really care about the data and adjunct fellow at the direct more revenue to non-scientists to do their work,” said Ballard. “Our hope is that this they collect.” Public Policy Institute of is just the beginning of finding ways to learn from each other and Others, especially those working on local environmental California (PPIC), and California school districts to expand our understandings of the best ways to engage people in justice issues, emphasized the need to create shared Margaret Weston, PhD serving greater numbers of real-world science.” decision-making structures and flexibility to incorporate student in the School of Represented projects addressed conservation, environmental community goals outside the immediate scope of a project. Education and PPIC fellow. economically disadvantaged stewardship, and environmental justice. The workshop was To learn more about the workshop and Ballard’s work in Rose and Weston have authored a students than other districts. designed to allow attendees to share experiences, create this area, visit http://education.ucdavis.edu/public-participation- report on Brown’s proposed new connections between programs, and generate strategies for best scientific-research-ppsr. school funding system, examining practices that will move the rapidly expanding field of citizen the relationship between science and organizations’ efforts forward, individually and funding and student poverty Heather Rose collectively. and addressing questions about Sessions included plenary talks, brief panel discussions, and converting the current school finance system to a weighted pupil formula (WPF). Rose and Weston have presented this work in the following break-out groups focused on key issues that project leaders Heidi Ballard confront, such as how to best structure participation in a Brown’s solution would direct more revenue to California venues: project to meet goals, how to meet the demands of research school districts serving greater numbers of economically ■■ UC Davis Center for Poverty Research, Oct. 26, 2012, and needs of the volunteers, and how to engage broader disadvantaged students than other districts. All districts Davis, CA audiences in this work. would receive the same amount of base funding per-pupil; ■■ Assembly Democratic Caucus Policy Summit, Feb. 27, 2013, however, schools that serve large numbers of students who Sacramento, CA are poor or English learners would receive substantially more. ■■ Senate Budget and Fiscal Review Committee, Feb. 28, 2013, The assumption is that more resources are needed in order Sacramento, CA W orkshop goals: for these students to achieve at rates comparable to more ■■ Association of Low Wealth Schools, March 4, 2013, advantaged students. In addition, districts would continue to Sacramento, CA ■■ T o provide a forum to share and document best practices and receive federal funds and a few special state funds (known ■■ Senate policy committee, March 5, 2013, Long Beach, CA begin to address key questions of the field. as categorical programs), which also tend to provide more ■■ Association of Education Finance and Policy March 14, 2013 revenue to districts with more disadvantaged students. ■■ T o help leaders in citizen science in the region build concrete New Orleans, LA. Rose and Weston’s study acknowledges that the link plans, practices, and ideas to bring back to projects and between resources and outcomes is “uncertain.” Research ■■ Silicon Valley Leadership Group on April 4, 2013, in San volunteer communities. has not provided a clear picture of the ideal funding formula Jose, CA ■■ T o outline future steps for collaboration across projects, and needed to close the achievement gap among students; Download “California School District Revenue and Student potentially including research about the practice and outcomes nonetheless, they argue that lawmakers have an obligation Poverty: Moving Toward a Weighted Pupil Formula,” published of citizen science for project leaders and participants. to simplify the school finance system to ensure fairness and by the PPIC at http://www.ppic.org.

10 Catalysttalyst magazine / Spring 2013 UC Davis school of education / Bold Ideas. Innovative Solutions. 11 faculty news & Notes Rough Transitions:

Dean Presents at International Conference on Studying College Innovation and Entrepreneurship Preparedness

n March, Dean Harold Levine made a presentation on “Research in California IUniversities as Drivers for Economic Growth and Development” in Madrid, Spain. any students arrive at college unprepared to do “We find The conference, titled “Innovating and Entrepreneurship: Keys to the Mcollege-level work, and most of the time they don’t important differences Future,” was organized to “transmit a message of optimism and hope as the even know it. in the fundamental best antidotes for the world economic crisis.” Hosted by Madrid Excelente, In a recent study, UC Davis School of Education associate relationship between this was the Fifth International Conference on Excellence and featured professor M ichal Kurlaender and postdoctoral fellow prior achievement university leaders, economists, policymakers, and business leaders. Matthew Larsen of Tulane University revealed that the and postsecondary Michal Kurlaender Levine’s talk provided an overview of the impact research universities have pathway from high school to community college in California outcomes by race,” on economic growth, job creation, and innovation. He discussed his views is littered with misalignment and dashed expectations. write the researchers. on the “new logic” of science for the public good. “Research universities are “Students may only come to an understanding of the “White and Asian uniquely positioned to drive innovation and economic development through academic demands of college after they enter college,” the students consistently have higher rates of transfer-level course-taking, competitive research funding, ‘ecosystems’ that support research enterprises researchers write. Consequently, many entering freshmen (up lower rates of basic skills course-taking, and higher grades than on campuses, and a culture shift on campuses that favors turning research to two-thirds at community colleges) must take developmental their Latino and African American counterparts at similar levels of knowledge into ‘usable’ knowledge,” said Levine. “Research universities are courses before moving on to the required courses for transfer prior achievement.” amazingly vibrant places for innovation.” to four-year institutions. Having to take courses covering Ultimately, the researchers recommend that leaders in the K-16 He shared specific information on the ways in which UC Davis has had material that should have been mastered in high school is system do a better job of aligning assessments across the system to an economic impact on California, resulting in $6.9 billion in UC Davis- costly to both students and the state, can delay students’ ensure that students are better prepared to succeed academically in generated annual economic activity, over 68,000 people employed in ability to complete a degree in four years, and even lead to college. Northern California because of UC Davis, and $1.2 billion annually in goods low self-esteem. “There is a great need to understand the complex transition and services directly supported in the Sacramento Region. Worse still, the researchers found a significant gap students face from secondary to postsecondary study, and the “Our vision is for UC Davis to be a global leader in research and between developmental course-taking of African Americans conditions necessary to ensure more students persist in college,” technology transfer that lead to a better quality of life for all,” said Levine. and Latinos versus white and Asian students. Even among said Kurlaender, an expert on college attainment and persistence. groups of students who achieved at similar levels in high Read “K-12 and Postsecondary Alignment: Racial/Ethnic Harold Levine school, there is a gap in the percentages of transferable Difference in Freshmen Course-Taking and Performance at courses from community college to the California State California’s Community Colleges,” published in Education Policy University taken by each ethnic/racial group. Analysis Archives at http://epaa.asu.edu/ojs/article/view/1195. Faculty Updates

Jamal Abedi Recognized for conference of the Journal of Language and Literacy Education in Outstanding Scholarship and Service February. Seven of his paintings on immigration and schooling were displayed in an interactive exhibit and reception follow- T he National Association of Test Directors has selected Pro- ing his presentation. For more information on the conference fessor Jamal Abedi, an internationally respected scholar in School Receives Two Awards from the Council program, visit http://jolle.coe.uga.edu/2013conference. educational testing and assessment, for one of two 2013 Out- for the Advancement and Support of Education standing Achievement Awards. Dr. Zollie Stevenson of the U.S. Professor Peter Mundy to Serve as Department of Education nominated Abedi for the honor. Associate Editor for Autism Research The UC Davis School of Education was awarded two Bronze Awards from CASE (Council for Advancement and Support of Education) in March for writing in this magazine, the Catalyst, Professor Peter Mundy will begin a five-year term as associate Professor Chris Faltis Delivers Keynote by editor Donna Justice, and for two fundraising brochures created for the School’s Dinner editor for Autism Research, published by John Wiley & Sons, at Literacy Conference with a Scientist and the Guardian Teacher Scholarships programs. beginning in June 2013. Autism Research is the official journal of Professor Chris Faltis, the Dolly and David Fiddyment Chair in the International Society for Autism Research (INSAR). For more Teacher Education, gave the keynote address at the inaugural information on the journal, visit http://onlinelibrary.wiley.com.

12 Catalysttalyst magazine / Spring 2013 UC Davis school of education / Bold Ideas. Innovative Solutions. 13 faculty news & Notes Agriculture Education Professor and Colleague Receive Prestigious Grant from

M athematics Professor Vietnam and Teacher Educator Education Foundation to Tackle a ary Trexler, associate professor of agricultural Ceducation in the UC Davis School of Education, Challenging and his colleague Glenn Young, professor of food Concept safety microbiology at UC Davis, have received a Team Up prestigious U.S. Faculty Scholar Grant from the Vietnam Education Foundation (VEF) for the 2013-14 academic year. l Mendle, lecturer/supervisor in the elementary Trexler and Young were awarded a grant from the Acredential program in the UC Davis School U.S. Agency for International Development (USAID) of Education, and Kurt Kreith, UC Davis professor in 2010 to study and assist farmers in Vietnam and emeritus in mathematics, have teamed up to provide Cambodia in safe vegetable production. This ongoing student teachers with a new way to teach negative research is conducted in partnership with teams of numbers, or integers. colleagues at Nong Lam University (NLU), Hanoi Kreith approached Mendle about a new way he was Agriculture University (HAU), and Royal University of “ Even though our session thinking about representing integers that might help Agriculture (RUA). (Learn more about this work at teachers explain the concept better. Mendle said he http://education.ucdavis.edu/video/Vietnam.) was on a Friday afternoon... was “intrigued. It really was a way to clear up some The VEF grant will allow Trexler and Young to ambiguities that can often be confusing to students and expand work they have been doing with NLU and Cary Trexler, left it was clear that most teachers.” HAU to develop U.S.-style curriculum and instruction of my 72 students were As a result, the two jointly taught a session on in project-based teaching and learning intended to integers to student teachers in Mendle’s Elementary improve practices and outcomes in agriculture in Vietnam. They will teach a 15-week course, in partnership with Vietnamese engaged and thinking about Mathematics Methods course. Al Mendle teaching assistants, designed to help Vietnamese students learn by doing research in applied local contexts. Students will “Even though our session was on a Friday mathematics in a more present their findings to farmers, local authorities, government officials, and scientists at the end of the course. In the process, the afternoon, from 1:30 to 3:30, it was clear that most of goal is for the students to work with local farmers and authorities to solve local problems in vegetable production. profound way.” my 72 students were engaged and thinking about mathematics in a more profound Trexler, who received a Fulbright fellowship in 2007 to continue work with faculty at Nong Lam University, is an expert on way,” said Mendle. “Many came to me after class and said, ‘I wish I were taught that agriculture and education in Vietnam. He has been working with university educators and agricultural extension specialists in – Al Mendle way.’ Others actually used the ideas in their presentation of integers to their upper Vietnam since 2004. The VEF grant will have Trexler returning to Vietnam in June to set up the course. Young will take over in grade students.” December when Trexler returns to Davis. Eventually, Kreith and Mendle wrote an article “Toward a Coherent Treatment “The VEF grant is comparable to a Fulbright, but for natural scientists,” Trexler said. “Glenn and I are both honored by this of Negative Numbers,” published in the Journal of Mathematics Education at Teachers award and look forward to strengthening our work with Vietnamese universities and students through the work supported in the College, Spring-Summer 2013. grant.” In the article’s abstract, the authors note, “the transition from whole numbers In 2004, Trexler made his first visit toV ietnam. In 2006, he returned to continue work with agriculture education faculty from to integers involves challenges for both students and teachers. Leadership in Nong Lam University in Ho Chi Minh City. Together they toured economically depressed areas of the country to identify where mathematics education calls for an ability to translate depth of understanding into education and extension are most needed. To learn more about Trexler’s work in Vietnam, visit http://education.ucdavis.edu/ effective teaching methods, and this landscape includes alternative treatments of faculty-spotlight/cary-trexler. familiar topics. Noting the multiple meanings associated with the horizontal bar that is often referred to as a ‘minus sign’ the authors introduce a novel notation intended to address this ambiguity.”

14 Catalyst magazine / Spring 2013 UC Davis scchoolhool of educationation / Bold Ideas. Innovative Solutions. 15 faculty news & Notes Research Briefs Adaptive Expertise: Studying STEM Learning in an Out-of-School Program Everyone agrees that schools need adaptive expertise in an out-of-school to do a much better job of preparing engineering and design club in which Professor Uses Own Paintings and Text UC Davis School of Education students for learning and work in 12-18 year-olds work with adult science, technology, engineering and mentors to complete projects of their to Expose Anti-Immigrant Discourse Professors Unveil Review of Research mathematics (STEM) disciplines. own choosing. Past projects range from in Education (2013) Unfortunately, discussions of STEM an animated cardboard diorama to a Christian Faltis, learning are too often driven by ride-on flight stimulator. the Dolly and David In April, the American scores on large-scale standardized According to Martin, the Fiddyment Chair in Educational Research Association tests, argues Lee Martin, assistant program under study has a number Teacher Education and (AERA) released the 2013 professor in the School of Education. of characteristics that research has director of the UC Davis volume of Review of Research in Martin, who studies people’s shown can foster the development School of Education’s Education (RRE), co-edited by efforts to enhance their own learning of adaptive expertise, including “the Teacher Education UC Davis School of Education environments, with a particular focus on mathematical ability to develop knowledge in response to problems; frequent program, who is also an professors Christian Faltis and thinking and learning, would rather the focus be on attributes opportunities for sharing, reflection and critique; and an accomplished painter, Jamal Abedi. The volume, that indicate an “ability to learn and innovate in novel emphasis on experimentation and conceptual understanding.” wrote “Art and Text as “Extraordinary Pedagogies for contexts,” or adaptive expertise. Martin aims to understand when and how youth respond or Living Inquiry into Anti- Working Within School Settings “We need to provide youth with STEM education that goes adapt over time to impasses that arise during their projects as Immigrant Discourse” for Painting by Christian Faltis Serving Nondominant Students,” Gloria Rodriguez beyond the acquisition of knowledge and skills,” said Martin. well as how youth talk about themselves as participants in STEM a special September 2012 includes ten informative chapters “It must also build confidence, perseverance, curiosity, and thinking, learning, and doing. He also hopes to create and define edition of the International Journal of Multicultural Education. covering a broad array of the ability to plan and adapt in complex projects. These are new measures for adaptive expertise, particularly in informal In it, he examines the connections between art and sociocultural issues. Read the Review at http://rre.sagepub.com. attributes essential in STEM, but also in art, design and other learning environments. text regarding the (mis)treatment of Mexican immigrants, School of Education associate professor Gloria Rodriguez occupations, as well as in everyday life.” “Ultimately, my study will document how adaptive expertise particularly in schools. The paper discusses the harsh realities wrote a chapter “Power and Agency in Education: Exploring With a small grant from the Spencer Foundation for his develops, provide concrete hypotheses about how it can be of anti-immigrant discourse through a series of his oil paintings the Pedagogical Dimensions of Funds of Knowledge,” which project “Adaptive Expertise in ‘Do-It-Yourself’ Engineering fostered, and document how youth become connected to a created to depict selected issues of Mexican immigrant begins by acknowledging “the racial/ethnic, cultural, and Design Projects,” Martin is studying the development of community of STEM learners,” said Martin. experiences. He argues that art expands the imagination of socioeconomic differences that continue to exist between written text to provoke meanings that are interconnected to student populations and teachers in many educational settings. textual representation and, at the same time, creates openings [These] produce an imperative to create teaching-and-learning School Welcomes New Assistant for the unfolding of visceral sensations and critical meaning. environments that are characterized by mutual understanding Find the paper at http://www.ijme-journal.org. Dean to Leadership Team among students and educators.” Research Newsletter Focuses The UC Davis School of Education on Research Offered at Annual is pleased to welcome Damian Meeting Chapman as its new Assistant Dean for finance, administration T he UC Davis School of Examining a Large-Scale Professional Development and strategy development. Education’s April Research Program’s Impact on Reading Achievement Before coming to the School, newsletter features our Chapman served in the UC faculty and student research on writing instruction, Kevin Gee, assistant professor in the UC Davis School of Education, recently helped complete a Davis Office of Administration a nonformal education large-scale study of the impact of a professional development program on reading achievement in and in Administrative Resource program in Bangladesh, Hawaii for the Institute for Educational Sciences. Management for over 10 years. the use of social media This study examines the impact of the Pacific Communities with High Performance in Literacy He brings a deep knowledge of Damian Chapman to engage youth during Development (Pacific HC ILD) professional development program on student achievement in reading university processes and solid critical educational comprehension and on teacher pedagogical knowledge and instructional practice in English working relationships across the transitions, and the importance of language arts classes. Pacific HC ILD is a two-year professional development program that trains campus. In addition, he has had a leadership role for the campus communicating clearly with Latino parents to fourth and fifth grade teachers in research-based reading comprehension strategies and instructional Kevin Gee in planning a variety of initiatives to enhance efficiencies, assess ensure their students go to college. To download practices for enhancing student reading comprehension. capital investments, develop external partnerships, manage a a print version of the April 2012 edition, visit The study, which used a randomized design and involved 45 elementary schools across three entities in the Pacific region, shared service center, and collaborate with academic units and http://education.ucdavis.edu/publication/school- found positive impacts of Pacific HC ILD on reading comprehension and on teachers’ instructional practices and knowledge of the central administration on a variety of projects. education-research-news-brief-april-2013. theories and strategies related to effective reading instruction. Find the study at http://ies.ed.gov. “Damian’s skills, commitment to our mission, and his energy will serve the School of Education well in the months and years to come,” said Dean Harold Levine.

16 Catalysttalyst magazine / Spring 2013 UC Davis school of education / Bold Ideas. Innovative Solutions. 17 faculty news & Notes Research Briefs Translating Research for School Administrators This academic year, several UC Davis School of Education expected to be fully operational by 2014-15. Levine and Abedi, faculty have written articles for Leadership, a magazine an internationally recognized expert on assessment for English Research Presented at the Annual Meeting of the published by the Association of California School learners and students with disabilities, outline the challenges Administrators. Two of the articles summarized here covered that states and districts face in assuring assessments of English American Educational Research Association (AERA) the need to fairly assess English learners and the ways schools learners are “fair and valid.” can integrate students’ use of digital media to learn STEM “The new systems require responses that reflect higher levels The UC Davis School of Lee Martin, assistant professor, and Tobin White, associate (science, technology, engineering and math). of language proficiency from all students,” the article reads. Education had 26 faculty professor: “Integrating Mobile and Mathematical Practices “Faculty in the School of Education at UC Davis are For English learners, who already struggle with assessments and professional researchers, Across Contexts.” Most educators recognize the ubiquity of committed to conducting research that has a real impact on that are overly complex linguistically, the challenge is to create as well as 31 students and mobile devices in the lives of their students and too often see practice,” said Dean Harold Levine. “In writing these articles new, more challenging assessments that reduce unnecessary recent alumni participate in them only as competition to learning in the classroom. Two specifically for administrators, we hope to present our work complexity and cultural biases, the authors explain. this year’s Annual Meeting researchers at the School of Education are exploring another in a way that is relevant to the people responsible for making of the American Educational possibility: that mobile devices have the potential to bridge and applying policy on the ground.” Access Leadership online at Integrating Digital and STEM Practices Research Association (AERA), formal and informal learning, particularly in mathematics, and http://www.acsa.org. Professors Tobin White and the most prestigious gathering can be leveraged to increase student engagement in learning Lee Martin wrote an article on of education researchers in the math. A Look at the Impact of New how schools can leverage the country. Here, we feature some Kevin Gee, assistant professor: “Improving Educational Angela Booker Assessments on English Learners ways students are already using of the highlights. Read bios, a Attainment for Marginalized Children in Rural Bangladesh Professor Jamal Abedi and Dean Harold Levine mobile digital devices to organize schedule of presentations and more at http://education.ucdavis. via Nonformal Education.” School is a fact of life for virtually penned “Fairness in Assessment of English Learners” for the and support learning activities edu/publication/school-education-research-news-brief-april-2013. every child in America, but in the world’s poorest countries, January/February 2013 issue of Leadership. In it, they discuss in STEM content areas in the Angela Booker, assistant professor: “Digital Media for school is not a given. For instance, nearly two million children major changes and restructuring of the K-12 assessment November/December 2012 issue Social Change: Helping Youth Stay Engaged in School.” In her in Bangladesh lack access to a formal classroom, so the and accountability system that are expected as the nation of Leadership. Their article “calls study, Booker explored how students used digital media during government relies on international development organizations transitions to a new generation of assessment systems based attention to opportunities, often a summer program intended to help students move into middle and corporate partners to provide nonformal education to their on the Common Core State Standards. These assessments are missed, to capitalize on emerging school and high school, particularly vulnerable transitions for most marginalized citizens. But does this approach work? Gee Tobin White media for innovative and even students who may be struggling academically and socially in presented his findings from the first large-scale evaluation of one transformative educational use.” school. She argues the key is finding ways to forge meaningful such program in Bangladesh to find out. relationships between and among students and adults in and out See Student News and Notes, p. 57, for more on student of school. research presentations at AERA.

First Class Set to Graduate from West Sacramento Early College Prep

hen the UC Davis School of Education and its partners, four-year colleges, including several UCs. Three will K eEP up on the WSacramento City College and Washington Unified attend UC Davis, and 17 students plan to attend latest research School District, decided to found a charter school in West community college and transfer to a four-year at the UC Davis School of Sacramento in 2007, getting underserved students a shot at college later. Education by visiting our college was on the top of the list of priorities. “This is a phenomenal success story,” said website at http://education. The path to college was built in: every student at West Dean Harold Levine, an architect of the early- ucdavis.edu/research-news. Sacramento Early College Prep has the opportunity to college school. “Most of these students will graduate with both a high school diploma and as many as be the first in their families to attend college, 30 college credits, or the equivalent of two years of college. having really little or no experience with And many of the students have taken advantage, completing higher education. These are precisely the courses in chemistry, history, art and Spanish, among others, kinds of kids who too often get left behind at Sacramento City College. by the system, and I believe that West Sac Now the first graduating class is looking forward to a Prep’s unique approach to experiential West Sacramento Early College graduation ceremony at UC Davis’s Freeborn Hall on June 9, learning, personal attention, and focus on real Prep’s first graduating class. and have weighed offers from colleges. In all, 32 students are scholarship has made all the difference.” graduating in this first small class, with nearly half admitted to

18 Catalysttalyst magazine / Spring 2013 UC Davis scchoolhool of educationation / Bold Ideas. Innovative Solutions. 19 Amanda Larson Kayla Roberts ALUMNI PROFILE Charlotte Kimball

harlotte Kimball (BS ‘67, Credential ’68, MEd ‘69) has I t helped that Kimball was adept at forging her own path in Cnever been afraid to go where other women dared not a world dominated by men. Kayla Roberts go. A true pioneer, Kimball was the first woman in California “I grew up before Title IX and because I was an active kid, I to receive a teaching credential in agricultural education. In a played softball on the boys’ team and ran track, too,” she said. field arguably dominated by women now, Kimball had to battle “I think that experience may have prepped me to be able to low expectations, gender bias, and an old-boys club that was deal with males and to expect to do what I wanted to do—that Two Students Reflect on Their Path to Teaching not always welcoming. and having three rough and tumble brothers taught me how to Women Ag Ed “I can’t prove it, but I believe Charlotte was the first woman deal with the other sex.” hough Charlotte Kimball remembers a time when and memorable experience like I did. I get to teach in a ag teacher in the country. We couldn’t have picked a better Her love of agriculture began early. Raised in the suburbs, women were the minority among the teaching ranks nontraditional setting that allows students to use their person to break new ground,” said Sandy Beck, who mentored Kimball and her brothers had their own garden and raised T of agricultural educators, Amanda Larson and Kayla hands to help them learn, while having fun. Students get and supervised Kimball’s student teaching at Yuba City High chickens. Her grandfather was a food product developer and Roberts are among the majority, with women dominating the opportunity to implement what they learn in class, out School in the late 1960s. “This was a really big deal. Teaching shared his knowledge of fruits and vegetables with her. ag was a ‘man’s job,’ but she won us over in competency.” Fast forward to UC Davis in 1964 when the campus had the field: in the garden or in the barn. It is amazing how much more Kimball’s journey at UC Davis began in biology, with a about 3,000 students. “I felt so welcome on the Davis campus,” students retain, when they get to actually practice what focus on botany and environmental sciences, another realm Kimball said. “When it came to deciding on a career, I found Amanda Larson (Credential ‘13), student teaching at they are learning. As an educator it is my goal that I help where she was often the lone woman. She credits the support the Education Department to be so helpful, supportive and cre- Dixon High School in Dixon, Calif. these students become productive citizens. of Professors Orville Thompson and Elwood Jorgenson for ative. Today’s School of Education is much the same, although I was in both 4-H and FFA (Future Farmers of America) believing in her and providing her with the opportunity to more diverse.” growing up. I always wanted to be a teacher, and from the Agricultural Education Still Going pursue her interest in agricultural education. Agricultural education was a natural fit for Kimball, whose moment I took my first Ag class at Monache High School, approach to learning has always been hands-on. “My family I knew that being an Ag teacher was the right career for Strong and Vital for the Future always built and fixed things,” she said. A“ g education is about me. Student teaching at Dixon High School has been such he longest-running credential program on the learning by doing, entrepreneurship, and leadership.” a wonderful experience for me. My master teacher has After earning her credential, Kimball first taught in UC Davis campus holds a venerable place in history been such an inspiration and a wonderful guiding force T Modoc County’s Surprise Valley as a temporary and a valuable place in the future. for me, allowing me to try new things and always there replacement for the agriculture teacher who was The UC Davis School of Education’s agricultural to talk through lessons or issues. Although my master ill. She next taught in Vacaville and Dixon. education program provides aspiring teachers with an teacher is beyond exceptional, the students are by far the In 1983, she started a seed business with integral blend of theory and practice. Our history in agri- best part of teaching. I have become so close to all of my her teaching colleague Georgeanne culture adds to the richness and diversity of our credential students, and I hope that they have enjoyed this past year Brennan, and eventually worked program, including a strong partnership with the UC Davis as much as I have. It’s really great being able to share with for PG&E collecting seeds and College of Agriculture and Environmental Sciences. them my experiences in FFA and showing animals. Being walking the pipeline from Modoc According to Lynn Martindale, lecturer/supervisor in at Dixon has been a phenomenal experience, and I am to Fresno to ensure vegetation the School’s agricultural education program, “Ag Ed is the going to miss being there very much. returned where pipe was laid. only holistic discipline, the last-standing career technical Today, Kimball teaches education program, that the state funds since high stakes Kayla Roberts (Credential ‘13), student teaching at horticulture at Wolfskill testing became the norm.” East Nicolaus High School in Nicolaus, Calif. High School in Winters, Agricultural education, a systematic program of instruc- Calif. “I started doing it in I chose to teach Ag because of the hands-on experience tion in science, business, plant and animal production, and 2009 and it was so much it offers to students and for the leadership component natural resources systems, first became a part of the public fun that I now teach two the FFA brings to agriculture education. The relation- education system in 1917 when the U.S. Congress passed days a week. I don’t sit ships that Ag teachers form with their students allow the Smith-Hughes Act. Today, over 800,000 students still long. I have a lot of them to have a greater impact on students. I had such participate in formal agricultural education programs things to do,” she said. an incredible high school experience due to my involve- offered in middle and high school throughout the United ment in student leadership, and I decided to teach high States and three U.S. territories. In California, there are school to hopefully help other students have a joyous continued on page 60

20 Catalysttalyst magazine / Spring 2013 UC Davis scchoolhool of educationation / Bold Ideas. Innovative Solutions. 21 special section Preparing the of Teachers

Christian Faltis, professor and director of teacher education Christian Faltis is the Dolly and David Fiddyment Chair in Teacher Education and director of Teacher Education in the UC Davis School of Education. He has a range of expertise in teacher education, particularly in preparing teachers to work in classrooms and schools where immi- grant children and adolescents are becoming bilingual, adding English to their language and learning experiences. He has written numerous books and articles focusing on how novice teachers can improve their teaching by learning about language practices and becoming advocates for bilingual students and their families. Faltis was the first educator to write a practitioner-oriented book for secondary teachers of English learners.

eacher education is going through a number of impor- oriented in school classroom settings and informed by an tant shifts. The new Common Core State Standards inquiry stance. and the Next Generation Science Standards will have Basically, we prepare teachers to make choices based on a huge impact on what teachers are prepared to know what they understand about student learning. It is disheart- and enact, how they develop their practice in the field, and ening to see a good teacher strapped by scripted and frag- ultimately how their teaching practices are assessed. Perhaps the mented curricula. We want our teachers to know how to greatest challenge new teachers face will be the intense language engage all of their students and to put on a new set of glasses demands permeating the new era standards, which move away while learning their craft. We believe that practice-based from a focus exclusively on content knowledge and toward a teacher education is the best way to really prepare our display of knowing and doing enacted through oral and written students for the complexities of schools, classrooms, and the language. This is true for math and science as well. language demands in the new standards era. Add to this the demographic shifts in student populations, with increasing numbers of bilingual students, and a push to integrate English learners into mainstream classrooms, and you start to understand the monumental efforts required of teacher educators to prepare teachers who can reach and empower all students. The burden is now on the classroom teacher to under- stand language demands of the new era standards and English learners’ abilities to engage with the standards at various levels of language development. At the UC Davis School of Education, we are constantly looking for ways to improve teachers’ understanding of these L eading Excellence in Education: issues. And we have a real focus on English learners across courses and field experiences in our program. We under- Putting Our Expertise to Work to Meet the stand this well. In our research discussions, faculty Challenges of Today and Tomorrow are re-envisioning ways to prepare student teachers to work with the new standards as these apply to English learners in both their methods courses and aculty at the UC Davis School of Education are focused on some of the greatest in their field supervision. challenges facing public education—from helping to shape and implement We also apply our faculty expertise in Christian Faltis revolutionary new standards for teaching math, science, and English language arts to formative assessment for helping teachers to finding ways to engage students in learning to fairly and equitably teach and assess pay attention to what students are able to the ever-growing population of diverse learners. do in the process of learning rather than focusing exclusively on the product. Our As we look forward to our next ten years, some of our faculty reflect here on the big issues efforts to engage teachers in inquiry they are taking on and how well they think the School of Education is positioned to provide prepares them to pose questions about the bold and innovative solutions needed to drive excellence in public education. teaching and learning and to under- stand how children and youth make sense of concepts through language. Our approach is highly practice-

22 Catalysttalyst magazine / Spring 2013 UC Davis scchoolhool of educationation / Bold Ideas. Innovative Solutions. 23 special section Leading Wholesale Changes in

Cindy Passmore, associate professor of science education Cindy Passmore is an expert in K-12 science education, with a particular focus on designing learning environments that provide opportunities for students to engage in authentic scientific reasoning. Her research examines student learning in classrooms designed around data-rich investigations that allow students to develop, revise, or apply scientific models. Additionally, she researches the design and implementation of teacher professional development. Passmore was a high school science teacher for six years and is the principal investigator for Innovations in STEM Teaching, Achievement and Research (I-STAR), a collaborative effort among UC Davis faculty and researchers and K-12 science teachers to rethink science education.

he release and implementation of the Next Generation Too often, Science Standards is the biggest, most important thing education happening in the formal K-12 science education world researchers Shaping the Future of right now. The new standards are rich in content and never really work Jamal Abedi, professor of education practice and are intended to provide all students an interna- with real teachers tionally benchmarked science education. Much like the new in classrooms. This Jamal Abedi is an international expert in the “how-to” of K-12 educational testing. Among the leading scholars in his field, Abedi specializes in Common Core State Standards (CCSS) in English language arts is a big mistake. At the testing for English learners and students with disabilities. The professor is the author of many publications in the assessment of and accommodations and math, these standards are designed to do a better job of School, our research is not Cindy Passmore for English learners and is on the advisory committees for several major test-publishing companies. He serves on the technical advisory committee to preparing students for college and careers. only based on our work with the Smarter Balanced Assessment Consortium, one of two groups creating assessments for the new Common Core State Standards (CCSS). This is not a tweaking of how things are done now; this is a teachers, but also it keeps in mind that it should be of use to wholesale overhaul. Rather than teaching topics such as biology teachers. No teacher is going to slog through a dry academic ederal legislation such as No Child focal construct within mathematics, but CCSS or chemistry in isolation as a set of facts and procedures for research article. They want to know “what is the punch line, Left Behind demands school account- require all students to explain, describe, compare, students to memorize, the new standards ask teachers to what can I do with this information?” More importantly, because ability by requiring all students to contrast, argue from evidence, give definitions prepare students to understand the underlying principles and too many researchers are unaware of how a real classroom be tested in English language arts, and recounts, summarize, paraphrase, pose and structures of science and to apply reasoning across all subjects works, they have no idea what a radical shift the introduction of mathematics and science using reliable and respond to questions that probe reasoning and and disciplines to solve problems. the Next Gen standards really is. But at the School, we know that valid assessments sourced from the state’s evidence, and explain cause-and-effect on math I am optimistic about the national reform language around if you work side by side with teachers on reform, the end result content standards. In response to this leg- problems. The high level of language demands in the standards because it reflects what we at the UC Davis is a product that is tested and usable. islative demand, states developed their own the new standards may have significant implica- School of Education already know about engaging students in Rick Pomeroy, Arthur Beauchamp, and I served on the state assessments for measuring students’ content tions for English learners. This is of particular science to learn science. But after working with teachers for committee that worked through each draft release of the Next knowledge in these areas. In 2010, federal importance for California, which has the largest more than 15 years, I also know that we have to be patient; Generation Science Standards. Through the I-STAR project, funding legislation known as Race to the Top population of English learners in the nation— there are no quick fixes or silver bullets. At the School, we Rick’s role as president of the California Science Teachers Asso- (RTT) provided support to two consortia of about a third of the United States’ English learner are willing to undertake the difficult work to improve science ciation, and Arthur’s role as the director of the Sacramento Area states (Partnership for Assessment of Readi- Jamal Abedi student population. teaching. Science Project, we are in a position to work closely with our ness for College and Career [PARCC] and the To deal with the issue of language demand The School’s I-STAR project is one big way we are on the colleagues and the many talented and forward-thinking teachers Smarter Balanced Assessment Consortium [SBAC]) to create a in content areas such as mathematics, SBAC has incorporated cutting edge of these reforms. I-STAR, funded for four years out there to develop a rich understanding of the coming changes common set of assessments that can be used across states based methodology for linguistic accessibility into its test development with a $1.6 million grant from the S.D. Bechtel, Jr. Founda- in K-12 science education. We have been on the cutting edge of on the national college- and career-ready curriculum standards process. Linguistic accessibility helps by reducing the level of tion, partners STEM education researchers with K-12 math and this work for a long time, so we are poised to continue our work (Common Core State Standards [CCSS]) in English language arts unnecessary linguistic complexity of assessments. UC Davis science teachers from two local school districts to form design with teachers throughout the region to ensure that they have the and mathematics. California decided to join SBAC. faculty and researchers have been actively involved in the project teams. The team of more than 30 school district participants tools and know-how to put the standards in place. While adopting the CCSS standards is productive within by providing information and guidelines for making assess- and UC Davis faculty are designing learning environments that the instruction and assessment of K-12 students, it may elicit ments more accessible for all students to SBAC’s Accessibility and focus on reasoning as the path to mastery of STEM content. challenges for non-native speakers of English. CCSS are more Accommodation Advisory. They have also provided guidelines language demanding and require sophisticated and discipline- for selecting accommodations to improve accessibility of content- specific language practices. For example, language is not the based assessments for English learners.

24 Catalyst magazine / Spring 2013 UC Davis school of education / Bold Ideas. Innovative Solutions. 25 special section Centers update

California Institute for School Improvement Diverse Pathways Extends Reach of School’s Policy Expertise

Lee Martin, assistant professor of mathematics education hen the California Institute for School Improvement (CISI) became a part of the UC Davis School of Education’s Lee Martin studies people’s efforts to enhance their own learning environments, with a particular focus on mathematical thinking and WCenter for Applied Policy in Education (CAP-Ed) last July, it provided the School with a concrete way to reach a group learning. In everyday settings, he looks at the varied ways in which people assemble social, material, and intellectual resources for problem of education professionals it was not already serving. In turn, CISI aims to expand its services to include the School’s research solving and learning. In school settings, he looks to find ways in which schools might better prepare students to be more resourceful and expertise. flexible in fostering their own learning. CISI provides school district leaders and principals with unbiased, accurate, up-to-date, and useful information on education policy that is presented in a thoughtful and accessible way. The ne really pervasive and important between students’ out-of-school competencies organization is 30 years old, previously run as a nonprofit. Its issue is how do we design learning and in-school practices is one model. Angela first executive director was School of Education Advisory Board environments to support diverse Booker and Cynthia Carter Ching’s work with member Davis Campbell. groups of learners? In a traditional technologies for learning provide other models. CISI is organized around the belief that curriculum and instructional paradigm, where information is Steve Athanases is working on helping teachers instruction matters—it is the central business of schools. delivered in a uniform fashion to all students, develop “data literacy” to understand their Designed to support district and county instructional leaders, diversity is a threat to the success and effi- students and tailor instruction accordingly. I CISI serves over 140 member school districts and county ciency of teaching and learning. One response look forward to collaborating with him on this. offices of education. (traditional, institutional) is to try to manage Another approach is to adjust definitions of “Our approach is practical,” said Peter Birdsall, who writes and minimize diversity, perhaps by age-seg- success in the classroom. If outcomes are defined a bi-monthly education policy update for CISI members regation (grade levels), tracking by ability, or and assessed narrowly, there is less room for and leads biannual workshops on education policy issues of other means. student individuality and agency in defining importance to district leaders. Birdsall, an expert in education This is done in contrast to what we see in Lee Martin their own learning path. When everyone policy, finance, and curriculum and instruction, is executive some other settings, including some workplace needs to do things in the same way, diversity director of the California County Superintendents Educational settings, where diversity is genuinely seen as a strength. Inter- is a problem. Adjusting standards does not imply lowering Services Association. disciplinary teams, for example, are believed to be well suited of standards. Rather it suggests environments that allow for In a recent presentation, Birdsall explained that CISI’s to creative thinking and design. Community groups cannot a variety of types of successful learning and participation to approach is to provide “clarity on what districts must do, function effectively without diverse representation from a “count.” Those of us who do research in informal learning envi- what their options are, what they cannot do, and timelines” variety of stakeholders. ronments (myself, Angela Booker, and Heidi Ballard, in partic- in response to state and federal education policies. “It is about I don’t mean to suggest that teachers or educators do not ular) are drawn to these settings in part because of the ways usefulness to our members, not just about what current policies value diversity, but rather that the structures of traditional in which they create multiple pathways for success for diverse are in place,” he said. schooling often turn diversity into a problem that is difficult learners. I think we are working to envision ways in which The agenda for workshops CISI will offer this fall include deal with. schools could embrace such a multi-faceted view of success. Birdsall’s “top ten issues”: I think we are well poised to address this question at the The notion of adjusting the definition of success does not 1. State budget UC Davis School of Education, through a variety of means. always mean broadening, per se. For example, I think that 2. School finance I n January, the U.S.-China Exchange Council One way to create effective learning environments for diverse Cindy Passmore’s work on model-based reasoning shows that 3. Categoricals (special areas of educational funding) organized a visit to the UC Davis School of Education learners is to individualize instruction in some way, so as to many people hold an outdated view of competency in science 4. Instructional materials for a group of headmasters from Beijing, China. build from students’ strengths and address their needs. Many (one built on mastery of facts and procedures). A model-based 5. State assessments They were interested in learning more about the of our faculty work in this vein, including Jamal Abedi and reasoning perspective, while quite specific in its definition, can 6. School accountability K-12 education system in America. Professor Thomas Paul Heckman’s work on formative assessment, Peter Mundy support certain forms of diversity in engagement with science 7. Federal budget and legislation Timar, executive director of the School’s Center for 8. Charter schools and Emily Solari’s work on diagnostic assessments and targeted (e.g., a wider variety of topics and modes of inquiry), which is a Applied Policy in Education, gave the group an 9. Teacher evaluation interventions, and Rebecca Ambrose’s work on cognitively way to support a diversity of pathways to success. overview of how K-12 education is organized and 10. Civil rights and equity guided instruction. And, of course, a number of our faculty are working in governed. He took questions, translated into English Technology holds particular promise here. The work Tobin quite explicit ways to support linguistically diverse student “These topics are interrelated, but not a lot of organizations by an interpreter, about how teachers are prepared White and I do using mobile devices to help build bridges populations. are tying them together,” said Birdsall. “We do.” and classrooms organized. To learn more about CISI, find out about upcoming workshops, and become a member, visit http://cisi.ucdavis.edu.

26 Catalyst magazine / Spring 2013 UC Davis school of education / Bold Ideas. Innovative Solutions. 27 Centers update symposia hosted by the center for applied policy in education

Support for Systems Transformation: Three-Year Project to Promote Systemwide Change for Improved Teaching and Learning Anthony Bryk Gives Talk on Organizing rmed with a grant from the Stuart Foundation, the school improvement based on district-level collaboration and Schools for Improvement AUC Davis School of Education’s Center for Applied Policy networks, rather than on top-down mandates.” in Education (CAP-Ed) is partnering with Dr. Michael Fullan, According to Timar, CAP-Ed’s analysis and dissemination of professor emeritus at the Ontario Institute for Studies in examples of positive change from the project has the potential “Aspirations for our educational systems Education at the University of Toronto, to implement his Whole to influence statewide policymakers in their thinking about how System Change program in four Northern California school professional collaboration at the district level can contribute to are growing at an astronomical rate— districts. The aim is nothing short of revolutionary. high quality instruction. much greater than schools’ ability Fullan, an international expert on leadership and change in to meet them—while also asking the Anthony Bryk education systems, has developed and implemented a program systems to be more efficient." throughout Ontario that tackles one of the greatest challenges – Anthony Bryk facing district and school leaders: how to change the central focus away from the technical and managerial concerns that too often take up much of districts’ organizational energy and resources to the core mission of teaching and learning. n December 2012, Anthony Bryk, president of the improvement science (from the health care field) and the power Stagnant and declining student achievement requires ICarnegie Foundation for the Advancement of Teaching, of networks to increase the system’s ability to improve. He laid everyone in a system, from the district superintendent to the spoke to students, faculty, and regional education leaders at out six principles for progress: classroom teacher, to be committed to change, according to the Thomas Timar UC Davis. His talk titled “Accelerating Capacity to Learn in whole systems approach. Everyone must agree on a guiding and Through Practice to Improve: Networked Communities 1. Disciplined inquiry: The aim is to make systemic focus (e.g., increasing literacy) and then work in concert to Engaged in Improvement Research,” laid out six principals improvements in practice. design, implement, and sustain the change they seek. educators and researchers must apply to meet the increasing 2. Problem and user-centered: “There are a plethora of Implementing the program in four districts and 75 schools, demands for quality instruction and better learning outcomes solutions” to what ails education, according to Bryk, but “we in schools. Fullan and his team of researchers are working with district never step back and ask what is the specific problem we are Bryk is one of America’s most noted educational and school leadership and teachers over a three-year period to trying to solve. Variation in performance is the problem to researchers. His 1993 book, Catholic Schools and the facilitate design of a strategy for improvement and assessment solve. We have to ask, ‘how do we advance effectiveness Common Good, is a classic in the sociology of education. of student outcomes. Superintendents and senior leaders also among diverse teachers engaging varied populations of His deep interest in bringing scholarship to bear on gather annually for four one-day institutes to focus on the role students working in different organizations?’” of senior leaders in designing and supporting change across improving schooling is reflected in his later volume, Trust their districts. School leadership teams (a principal and three to in Schools and his most recent book, Organizing Schools 3. Shared frameworks: People need to work together to five teachers) are meeting four times a year to provide ongoing for Improvement: Lessons from Chicago. He is the ninth build solutions. professional development and sharing of ideas and results from president of the Carnegie Foundation for the Advancement of Teaching, where he is leading work on transforming 4. You can’t improve at scale what you can’t each site. During the year, on-site “capacity teams” trained to educational research and development, more closely joining measure: “In the academic world, we get credit for coach and promote sustainable change over time will facilitate researchers and practitioners to improve teaching and differentiating ourselves from others, so our incentive is work at each site. CAP-Ed will study the process and what was learning. to parse,” said Bryk. “But we need to reduce down to the learned in order to inform other educators seeking a way to “Aspirations for our educational systems are growing at things we can work on and measure.” transform their systems. an astronomical rate—much greater than schools’ ability 5. Embrace disciplined inquiry: “The new improvement “This is a huge experiment in California, creating an to meet them—while also asking the systems to be more mantra is learn fast, fail fast, improve fast.” alternative model for how schools can sustainably keep a central efficient,” Bryk began. Bryk’s approach is to tap into the aim on supporting high quality instruction for every student natural ability of educators to network. “Education is the 6. Tap the power of networks: “Networks are an while maintaining well-managed organizations,” said Thomas quintessential network, if we can just increase our capacity accelerant, a source of innovation,” said Bryk. Timar, CAP-Ed’s executive director and principal investigator to work together.” for the project. “Ultimately, we are proposing a new model of Ultimately, he said that education needs a more rigorous To learn more about Bryk’s work, visit http://www. research and development system that applies principles of carnegiefoundation.org.

28 Catalyst magazine / Spring 2013 UC Davis scchoolhool of educationation / Bold Ideas. Innovative Solutions. 29 symposia hosted by the center for applied policy in education Centers update

Almost Everything Changes: Getting Clinical: Applying Instructional Michael Kirst Rounds to School Change Strategies Richard Elmore Talks about Local Challenges hen novice doctors want to understand patients’ to Implementing Common Wconditions, they engage in medical rounds, a process through which they make objective observations based on “We want educators to understand that this is an ongoing Core State Standards facts. This clinical process is grounded in data that doctors process of investigation and articulation of goals within a school,” can then use to arrive at an agreed-upon theory of action. For said Tina Murdoch, CAP-Ed programs manager. “Ultimately, “Students have to take knowledge that they instance, they may determine that their patient mortality rate this can be a significant component of cultural change within is too high, so they decide upon an intervention based on their a school, effectively touching everything from professional learned in one place and apply it elsewhere. This observations. If the intervention does not improve mortality development, curriculum development and instructional practice is quite revolutionary, calling for an overhaul of rates, they adjust their practice. to community building.” the entire system." In trying to help educators address systemic challenges One of the most potentially intimidating aspects of the – Michael Kirst to high quality teaching and learning, Richard Elmore, the process for teachers is letting small groups of people (perhaps Gregory R. Anrig Professor of Educational Leadership at the their principal, fellow teachers, or even strangers) into their Harvard University Graduate School of Education, asked a classrooms. But Murdoch is quick to point out that school n March, Michael Kirst, president of California’s State Board novel question: Could this tried and true approach to preparing sites understand up front that the process is not about judging Iof Education, gave a talk on the status of Common Core State Michael Kirst medical doctors be applied to the education system? The result teachers, but rather about assessing learning outcomes. For the Standards (CCSS) implementation in the state and the challenges is the groundbreaking method called Instructional Rounds that process to work, teachers must be co-equal participants as they state policymakers and local leaders face in implementing them. he developed with colleagues at Harvard. work together to developed targeted approaches defined in their Since 2010, the District of Columbia and 45 states, including system (not expected to be released until the 2014-15 Rather than adopting the latest one-size-fits-all “reform theory of action. California, have adopted the same CCSS for English and math. academic year) are just a few of the tasks facing school measure,” school and district administrators and their staffs “CAP-Ed’s emphasis is on local leadership and that includes The State Board of Education approved the new standards administrators. Multiple choice testing will no longer be the can apply the principles of Instructional Rounds to first observe teachers. Teachers need to be drivers of what happens in implementation plan in March 2012. “These standards really norm, according to Kirst. and analyze classroom interactions, then agree upon a practice classrooms,” said Thomas Timar, education professor and came from the bottom up, and California is heavily united behind While teachers are now expected to teach to the CCSS they believe might solve the problem, and finally objectively executive director of CAP-Ed. them,” said Kirst. standards, few curriculum materials are available and assess whether the intervention worked. This requires an For example, at one of the on-site trainings, small teams of The new standards, as Kirst said, change everything. Rather demand for professional development is outstripping local ongoing group effort and commitment to developing a common than asking students to master specific facts or formulas, the districts’ ability to meet it. “It seems we may be able to district-level and school-level educators worked together at an new standards seek to prepare students with the skills to apply do some professional development for teachers online in language, shared professional culture, and practices intended to elementary school where the “problem of practice” was defined knowledge through high-order skills, with a heavier emphasis on English language arts and math, but we will need more improve teaching and learning at a particular site. as “engaging students in independent work for 80 percent of the the application of reasoning, language, and communication skills money to do it.” The UC Davis School of Education’s Center for Applied time during language arts and ensuring their work is rigorous, across disciplines. As such, whether the subject is math, history Most vexing may be the lag between implementation Policy in Education (CAP-Ed) thought Elmore’s ideas were connected and aligned to promote high levels of literacy.” The or English, instruction relies heavily upon helping students use of the standards and available assessments. “The Smarter worth introducing to superintendents who participate in the teams then entered three different classrooms of varying grade language and reasoning in ways that are fundamentally different Balanced Assessment is likely to be available in 2015, but Center’s Superintendents Executive Leadership Forum, or SELF. levels, made observations about what students were doing, from what is expected in the previous standards. it is unclear when accountability would phase in (i.e., when Elmore has spent at least a day or two describing the method and then shared those observations with the group. This led “Students have to take knowledge that they learned in one testing would count as a measure of a school population’s to each cohort of SELF since its inception six years ago. As a to a whole-group discussion to determine the most common place and apply it elsewhere. This is quite revolutionary, calling academic performance),” said Kirst. “Even so, there will be result, many superintendents throughout Northern California observations, develop predictions of learning outcomes (students’ for an overhaul of the entire system,” said Kirst. lots of holes.” have applied the method in their districts. Some of the abilities developed over time), and brainstorm alternatives for At the state level, Kirst explained that policies guiding Other questions Kirst said have not been answered superintendents have received training in Instructional Rounds instructional focus and student learning based on the data everything from textbooks to tests must be reconfigured and include how career technical education standards align at Harvard University and have trained others in their region on collected. The site could then take that information to come up aligned to the CCSS. “It’s a lot to do in a very fiscally restrained with CCSS and what, if any, changes will the state how to apply it. with an agreed-upon theory of action for reaching its goals. period,” he said. colleges and universities make to their high school course CAP-Ed has expanded its investment in this methodology “Ultimately, the goal is to deeply impact instructional Local implementation may be even more challenging. requirements (commonly referred to as A-G). by offering an initial training session led by Elmore to educators practice,” said Tony Roehrick, who led one of the site visits in Preparing teachers for a major shift in expectations for student To learn more about CCSS in California, visit the throughout the region and by hosting several two-day intensive Sacramento. Roehrick is superintendent of Cabrillo Unified learning and instruction, providing curriculum aligned to the Common Core State Standards Initiative at http://www. site visits at local schools to train others on how to apply the School District and a SELF alumnus. standards, and transitioning to an entirely new assessment corestandards.org. methodology. More than 200 people attended the initial training For more information on Instructional Rounds trainings, session in January and many participated in the two-day site contact the CAP-Ed office [email protected] . visit trainings this spring. 30 Catalysttalyst magazine / Spring 2013 UC Davis school of education / Bold Ideas. Innovative Solutions. 31 Centers update Breaking Bread, Talking Science Second Year of “Dinner With A Scientist” Introduces California Afterschool Network: Hundreds of 7th–12th Graders to Real-World Scientists A Powerhouse in National Efforts to Provide Expanded Learning Programs n November 2012 and May 2013, n increase interest, enthusiasm, and Ithe Sacramento Area Science Project persistence among students to study (SASP), in partnership with the Power- STEM subjects and learn more about he UC Davis School of Education launched work would have on the field of afterschool house Science Center in Sacramento, STEM-related careers Tthe California Afterschool Network in programming.” hosted dinner for more than 380 young n improve and extend the network of 2006 with initial funding from the Charles Last winter, a long-time educator and people, teachers, and scientists. Build- scientists involved in K-12 STEM support Stewart Mott Foundation, the Evelyn and professional in the field of afterschool ing on the success of the first Dinner and strengthen the interaction between With A Scientist event, the organizers scientists and K-12 educators Walter Haas, Jr. Fund, and the Foundation programming joined the School of Education as hope to inspire more young people to n increase teachers’ views of student Consortium for California’s Children & Youth. director of the Network. Frank Pisi has been consider pursuing a career in STEM capacity and increase students’ views of The network, located in the School’s Center for on the Network’s leadership team from the (science, technology, engineering their own capacity Community School Partnerships (CCSP), is a beginning in his role as an education programs and math). n Strengthen SASP’s connection to the broad coalition of stakeholders helping to chart consultant at the California Department of The first three dinners have Powerhouse Science Center and other the course for California’s afterschool programs. Education and afterschool regional lead at the exceeded all expectations. “Our scientists in the community The Network’s charge is to serve as a Sacramento County Office of Education. Pisi plan for the first Dinner WithA Sci- “Dinner With A Scientist is one of the catalyst for high quality expanded learning also brings to the Network a classroom teacher’s entist event was to start small,” said Frank Pisi ways UC Davis, Sacramento State, and programs (for example, afterschool and summer understanding of pedagogy, a passion for organizer Arthur Beauchamp, SASP local science, medical, and engineering learning programs) to provide out-of-school pushing the field toward a deeper commitment director. “We were pleasantly amazed industries can be of influence with young time (OST) practitioners, advocates, and community members to quality, and a broader understanding of the possibilities for when the first event exceeded capacity people,” said Beauchamp. “It is another with the resources and tools for their programs, and to convene afterschool programs to provide rich and relevant experiences and the two subsequent events have way for us to positively touch the future.” afterschool stakeholders to build knowledge, skills, and for children of all ages. done so as well. The response has In all, nearly 300 middle and high leadership on issues affecting the out-of-school time field. “I know from my time teaching that good pedagogy is good been tremendous. Students are eager school students from 50 area schools have In its first seven years, the Network has proven to be a practice and vice versa, regardless of the venue,” said Pisi, who to talk with scientists, and scientists and attended one of the dinners with their teachers. Over 40 practic- resource not only to California’s afterschool providers and state taught middle and high school social studies in Elk Grove engineers are willing to convey their enthusiasm to students.” ing scientists in various fields, including STEM-related industries education leaders, but also to the national network of afterschool and ran an afterschool program at his school before joining According to Beauchamp, the event, inspired by similar in the region, have participated. To learn more about attending events hosted in Stockton over the last decade, strives to professionals, foundations, and policymakers engaged in the Department of Education. By looking beyond the popular a future dinner or to provide support for more students to attend, accomplish the following goals over time: providing high quality programs to the tens of thousands of notions about afterschool programs as being places where kids contact Arthur Beauchamp at [email protected]. students who benefit from them. The Network’s expertise in just kill time between school and home, Pisi argues the Network STEM (science, technology, engineering and math) education can “help broaden the conversation about how we educate programming is particularly notable. children. The potential we have to harness the voice of the field For example, the Network is a partner with the California is amazing.” STEM Learning Network in the Power of Discovery: STEM2, Because, as Pisi contends, the Network has “no vested afterschool programs. The group offers their recommendations workshops were such a success that the Network has been asked an effort to mobilize a broad coalition of stakeholders who are interest besides promoting and advancing quality in the field,” in June. to host six in the 2013-14 academic year. working together to create and implement a robust, statewide everyone involved in the Network—from practitioners to For many years, the Network has also organized several Ultimately, Pisi says his goal is to “better utilize the research system of regional and virtual innovation support providers. policymakers—have the ability to shape the definition of “high statewide conferences that were a significant draw for state and power of the School” to help shape the national discussion, They will work together to implement a comprehensive multi- quality” in ways that ensure positive results for all learners. local agency leadership to discuss best practices in the field. In especially in light of the focus on STEM education. “We have year strategic plan to facilitate cross-sector partnerships and In fact, the Department of Education is supporting work that this past year, the strategy has been to host regional conferences the opportunity to shape afterschool programs to be economic increase the professional capacity of OST programs to offer high the Network is doing on quality expanded-learning. “The that are more focused on the specific needs of particular engines and to engage the business community and universities in quality STEM learning opportunities. department looks at the Network as a resource because we are in communities. For instance, this year the Network partnered creating tangible internships for students.” According to Pisi, there “Our goal at the launch of the Network was to build a broad a unique position to provide information to the field and provide with local afterschool providers in Los Angeles, Fresno, and are 1.4 STEM-related jobs for every job seeker. “There are not and diverse network by including policymakers, educators, child feedback from the field to policymakers and administrators,” Alameda to host workshops focused on middle and high school enough qualified workers. Afterschool programs have a real role in care providers, youth development workers, advocates, parents, said Pisi. programs. In all, more than 1,200 practitioners attended at the addressing the need,” said Pisi. state agencies, philanthropy, afterschool programs, and other With funding from the Department of Education, the three venues. For more information on the California Afterschool Network, partners,” said Renee Newton, CCSP director and the original Network has formed a working group to research efforts on “These are very practitioner focused,” said Pisi. “We believe visit http://www.afterschoolnetwork.org. quality ultimately rests with the field, so our job is to bring director of the Network. “We have done this and so much more. quality standards from around the country and to gather ideas Note: The Network receives funding from the Noyce Foundation, S.D. Bechtel, Jr. I couldn’t have imagined the sheer scope and influence this from the field to recommend a set of indicators for high quality them the resources they need to be successful.” These regional Foundation, Samueli Foundation, The Charles Stewart Mott Foundation, The David and Lucile Packard Foundation, and the California Department of Education.

32 Catalyst magazine / Spring 2013 UC Davis school of education / Bold Ideas. Innovative Solutions. 33

Centers update “You“You GotGot SomethinSomethingg

By Charisse Ceballos

H elping Youth Find Their Voice and Teachers Transform Their Practice

acramento Charter High School’s auditorium isn’t as packed P oet Mentors Build Bridges Researchers and practitioners experienced Sas it could be. But the student poets competing tonight seem between Students and Teachers in and concerned with social justice not to care. Rodney Larae, the competition’s MC, jumps on address these issues with teachers through stage and cries, “You got something to say?” and the crowd I n just four years, SAYS has become a “catalyst for youth a focus on curriculum, pedagogy, relation- yells back, “Say something!” voice and expression, a tool for movement,” said Patrice Hill, ships, advocacy, and teacher expectations. These student poets are competing with their original SAYS program coordinator and poet-mentor educator. In The issues and struggles that students write about in the spoken word pieces for one of six spots on a team that goes addition to working with youth directly, Hill, Watson, and 10 SAYS classrooms and spit on stage can be taboo in some to the international Brave New Voices Competition this summer. other poet-mentors are inside the classrooms of several different classrooms. February 27 marked the beginning of Sacramento Area middle schools and high schools in the Sacramento Region every Sunshine Brown, a finalist of the AS YS slam competition ethnic and economic backgrounds. And as a result, there can Youth Speaks, or SAYS, 2013 Slam Season. Sacramento week working hand-in-hand with teachers and students to build who will represent Sacramento and the International Brave be a disconnect between teachers and their students. Charter High School had the honor of hosting the first of seven a powerful literacy program embedded in the English language New Voices competition in Chicago this summer, is a student Hill said that the teachers are often amazed at how the preliminary rounds, leading up to the finals on April 5 at The arts curriculum. in Klentos’s SAYS class. Brown, who is 18, said the best part poet-mentors are able to create relationships with their students Guild Theater in Sacramento. These poet-mentors are local adults, hip-hop heads, poets, about SAYS is “really expressing myself without getting in and motivate them to write. SAYS, a program within the UC Davis School of Educa- and alternative teachers, who “look like [the students] and have trouble,” and, “seeing the reactions from the crowd.” Since SAYS has entered the classrooms at Nueva Vista, tion CRESS (Cooperative Research and Extension Services for been through it,” said Hill. SAYS lets the students know that “it’s okay to tell their Grant High School, and Sacramento High, among others, stu- Schools) Center, is focused on empowering students by encour- story,” said Hill, and begin to understand the importance of dents and teachers have begun to form a different connection. aging expression through spoken word poetry. It is an innova- E mpowering Teachers education. Watson believes that poet-mentors are the glue between the tive program focused on improving academic persistence and Brown admits that before SAYS, she “wasn’t really into it.” teachers and their students. T eachers participating in the SAYS program are teaching at achievement at underperforming schools by developing student But after honing her spoken word skills, she is more serious “The poet-mentors create a community that teachers are schools that are tucked away in the hard, underserved urban literacy and strengthening the connections between students about school, and is starting at American River College in the a part of. They bring kids’ lives into the classroom without neighborhoods of Sacramento, where youth voices of color are and teachers in and out of the classroom. fall. She plans eventually to attend UCLA to earn her degree in judgment,” said Watson. And together they build a safe and often unheard and undervalued. Ethnomusicology. nurturing community. Vista Nueva Career and Technology High School in the Twin Students aren’t the only people changed by the SAYS SAYS participants become “authors of their own life and Student-Centered Learning Rivers District is one of those schools. “It’s a triage of educa- experience. Local teachers who host poet-mentors in their class- agents of change,” said Watson. “We want our babies to tion,” said English teacher Erin Klentos, who sees a 200 percent SY A S works to facilitate a student-centered learning environ- rooms are starting to approach their work differently. know that SAYS is not an organization, but a family.” student turnover rate in her classes in any given year. ment, guided by the theory that when students write about “Teachers are changing their teaching style,” said Hill. Outside of the classrooms and slams, SAYS holds annual SAYS has also been facilitating regional professional devel- personal experiences, their academic writing improves. Teachers and students involved with SAYS often share different summits at UC Davis. SAYS’ fifth annual summit was held on opment workshops for teachers for three years, giving particu- Vajra Watson, director of research and policy for equity, May 3 at UC Davis’s Freeborn Hall. lar focus to the ways teachers reach and teach all students. launched SAYS in January 2009 with a small writing workshop The summit attracted over 500 middle and high school Workshops have introduced teachers to concepts on “writing where students were invited to express themselves and take on students from Sacramento and surrounding areas. The all-day for justice,” “raising voices silenced by history,” and other the conditions that have led to a dropout crisis in the Sacra- event gives these budding poets the opportunity to explore a topics addressed through the multicultural education movement. mento Region. This workshop would evolve into SAYS. Tier 1 research university campus, participate in writing and The first workshop brought in only five students. Watson interactive workshops, and, of course, “spit” at an open mic urged these students to bring five of their friends to the next session. Other events include a dance battle, graffiti compe- workshop, which they made good on. Twenty-five, then almost tition, and an evening showcase of the best spoken word 100 showed up to the next few workshops. performers in the region. SAYS is a “youth driven movement,” said Watson. This year’s summit keynote speakers were Michael “SAYS truly belongs to them.” Tubbs, who at 22, is Stockton’s youngest City Council- member in history and one of the youngest elected officials in the nation, and Professor Miguel Lopez, “The poet-mentors create a community that a liberal studies professor from California State teachers are a part of. And together, they University, Monterey, whose research focuses on the use of multicultural literature as a tool build a safe and nurturing environment." for social justice and academic excellence in urban schools. – Vajra Watson

34 Catalysttalyst magazine / Spring 2013 UC Davis scchoolhool of educationation / Bold Ideas. Innovative Solutions. 35 The Algebra Success Academy: Institutional Collaboration and Teacher-Driven Change

ith support from the UC Davis School of Education, Twin Rivers Unified School District, and the California Teachers WAssociation Institute for Teaching (CTA-IFT), teacher leaders at W.A. Allison Elementary in Sacramento launched the Algebra Success Academy (ASA) in 2010. Adapting lessons from the Algebra Project,* organizers sought to improve students’ understanding of algebra while also putting teachers in charge of identifying and adapting the intervention to meet the needs of their students. As a teacher-driven initiative, this intervention steadily expands the cadre of confident, creative teachers who are able to create Pos r fes ional Development and sustain a successful algebraic learning environment. The role of the School’s Cooperative Research and Extension Services for Schools (CRESS) Center is to engage participating teachers in collaborative research and to document the project’s impact. for Teachers a Key Part of SAYS Summit After four years of study, the team of Joanne Bookmyer, director of collaborative projects in the School’s CRESS Center, Marlene Bell (BA ’68, Credential ‘71) with the CTA-IFT, and Wendy Gallimore, one of the original ASA teacher leaders and now lead teacher, t the May 2013 SAYS Summit, over 50 teachers accompanied their students to the Summit. In an hours-long have learned a few things about how to create the conditions necessary for effective teacher-driven change. Aafternoon session, teachers attended workshops on how to use poetry to connect to other genres in the classroom. The session was led by Miguel Lopez of California State University, Monterey. Over the last three years, with funding from a California Department of Education’s Improving Teacher Quality Teachers as Instruction Leaders: The Devil Is in the Details grant, SAYS poet-mentors have worked with English language arts teachers throughout the district to help them By Wendy Gallimore, Marlene Bell and Joanne Bookmyer incorporate spoken word poetry into their classrooms as a means of improving literacy among their students. Two teachers who have participated in the intensive professional development partnership between the School ducational researchers assert that teachers should Insight #3. School site administrators have numerous of Education and Twin Rivers Unified School District shared their thoughts about AS YS and how the work has Ebe provided with ongoing opportunities to exercise responsibilities including building and sustaining a school transformed their approach to teaching. instructional leadership roles. We wholeheartedly agree with the vision, monitoring curriculum and instruction, and providing research findings but would like to offer (hard-earned) insight leadership. The ways in which administrators choose to meet into some of the “pesky details” educators who are considering these responsibilities seems to be as varied as the individual pursuing these types of growth opportunities may encounter. teaching styles of classroom teachers; no two are quite the Our knowledge comes from our collective experience as part same. That said, we have found that districts with collaborative of a team of Northern California teachers who are leading the cultures tend to hire administrators who are open to practicing Algebra Success Academy, a teacher-driven effort funded by the shared or collaborative leadership. California Teachers Association Institute for Teaching and the Insight #4. As suggested above, it’s impossible to create S.D. Bechtel, Jr. Foundation to test the idea that school change pathways for teacher leaders without paying attention to, and must be teacher-driven and strength-based. addressing, cultural nuances and individual personalities. This Insight #1. Don’t make the common mistake of assuming every extends to the two-sided relationship between districts/schools teacher has the same motivation for becoming an instructional and teacher unions, both of which have a role to play in elevating leader. One of our team leaders signed on because she felt morally the professional stature and self-regard of teachers. District and compelled to meet her professional obligation to her students, school leaders need to find new ways to work with teachers to while another engaged as a way to share the wealth of knowledge create opportunities to exercise shared or distributed leadership she’d acquired over 20 years with other teachers. This same advice roles. Cynthia Adebanji, a special education teacher at extends to sustaining that leadership over time. While it’s helpful Insight #5. Instructional leadership is messy; as one of our team Martin Luther King, Jr., Junior High, has participated to know what motivated a teacher to get involved in the first place, members often reminds us, the path to leadership is not a linear in SAYS workshops and hosted poet-mentors for it’s essential to know what will keep her engaged for the long haul. equation but rather a scatter-gram sometimes connected by a five years. Finding (or creating) a variety of leadership niches that tap into line. To change educators’ perceptions about leadership, we have Romel Belleci, a special education teacher at Martin individual interests, expertise, and talents is one way to maintain to expect and allow for all participants, including the teacher “The SAYS ITQ process has been fundamental to my Luther King, Jr., Junior High, participated in SAYS an infrastructure built on the collective strengths of everyone leaders, their teaching colleagues, and school/district leadership, teaching. It has given me license to bring the students’ workshops and hosted poet-mentors for two years. involved. world into the classroom. It helps serve as a jumping to make mistakes along the way. As this quote attributed to off point. Without it, there is no buy-in from the kids. “The poet-mentors have helped me increase the writing Insight #2. District administrators have copious opportunities to James Joyce reminds us, “Mistakes are the portals of discovery.” SAYS helps me reach out to my students and bridge my students do. There is not enough writing going on in support and build the capacity of teachers to both teach and lead our worlds. The students have found a way to be 7th grade otherwise, and when I did ask students to write but as we’ve discovered, it can take a lot of energy to combat the * Founded in 1982 by Robert Moses, the Algebra Project, Inc. is more creative in writing, and they find they are able it was always kind of awkward, like teaching a toddler deeply embedded cultural traditions of top-down leadership and a national, nonprofit organization that uses mathematics as an to master things that ‘regular’ students can do. It gives to walk—kind of wobbly. SAYS provides more strategies resistance to change. How many potential teacher leaders do you organizing tool to ensure quality public school education for every them a lot of confidence.” and allows the students to put something down.” know who would be willing to take the risk of stepping up to the child in America. Moses argues that “every child has a right to a quality education to succeed in this technology-based society and to plate if their principal routinely pulled new teachers aside to warn exercise full citizenship.” them that they would lose their position if students’ test scores went down as a result of their “experimentation”? 36 Catalysttalyst magazine / Spring 2013 UC Davis school of education / Bold Ideas. Innovative Solutions. 37 Centers update Partnering with Industry to Create a Picture of Student Preparedness in

big part of the challenge of preparing students for the 21st century is preparing them to enter a job market dominated by STEM (science, technology, engineering and math) fields. The UC Davis School of Education is addressing this challenge on many fronts, including part- nering with regional business and industry leaders to better understand regional STEM career opportu- nities and the steps that industry, schools, and higher education must take to ensure more students are successful moving forward. In partnership with NextEd, the School’s Center for Education and Evaluation Services (CEES) has conducted an in-depth review of selected career pathways from high school to job placement in critical STEM occupations aligned with Next Economy, the Capital region’s economic development strategy. “ Too often kids list The work is focused on careers within three STEM fields in the six-county Capital region (El Dorado, Placer, Sacramento, Sutter, Yolo, and Yuba counties). This work is part of a larger effort to establish doctor, veterinarian, a regional network, the Capital Area Regional STEM Alliance, with assistance for planning from the California STEM Learning Network. and nurse as the Specific careers investigated in each of the STEM fields that were targeted include: only STEM careers n Healthcare: radiological technologist and clinical medical technician (continued) n Agriculture: plant breeder and pest control advisor to pursue." n Clean Energy: solar installer/designer, water resource specialist, and environmental scientist (2008-12). “This indicates, at least in part, that students in our area have a growing skill set in areas related to STEM and have a growing foundation for college-level coursework in these career areas,” they reported. – Theresa Westover “Our task was to choose careers in our region where there is expected economic growth and need, Westover cautions, however, that it is “really hard to draw a direct line between schools and industry or even between high and for which there are locally available college or training programs,” said Theresa Westover, CEES school and college due to the difficulty of identifying data sources that can be linked at the individual student/employee level.” director. To provide a more detailed map of the specified career paths they studied, Westover and Sullivan are developing a database One challenge to having students pursue careers in STEM is that they have very limited knowledge with the following information: of the wide variety of options, according to Westover. “Too often kids list doctor, veterinarian, and nurse as the only STEM careers to pursue. We are hoping our research will enable the Alliance to n the industry sector of the career n a list of any applicable internships for the career path provide concrete information and examples for students, high school counselors, and teachers to open n the colleges offering training in the career area n the typical class size of the educational/training program up their understanding of the possibilities,” she said. n the type of degree or certificate offered n the cost of the program In addition to talking to industry leaders, managers, job holders in the careers they highlighted, and n the length of the program or units required n Projected growth in job opportunities regionally educators, Westover and her colleague, evaluation analyst Lisa Sullivan, researched regional school n an overview of coursework requirements and student data to ascertain how well-prepared students are to enter advanced STEM courses in high It will serve as a prototype for a searchable database that could be developed for the region. They also hope to create short school and eventually the STEM job market. video clips of interviews with job holders. Ultimately, Westover and Sullivan hope their work will be useful to school districts to take For instance, they looked at the percentage of high school graduates meeting California State action in guiding their students on the path to success in STEM subjects and careers. University and University of California admission requirements, scoring 1,500 or above on the SAT, “Our region’s schools are key to economic and workforce development,” said Linda Christopher, NextEd’s director of and having access to computers in the classroom, among other items. They also investigated the recent educational innovation. “We are excited about continuing our efforts with the Capital Area Regional STEM Alliance (CARSA) pattern of student achievement in math and science, as demonstrated by standardized test scores, and to collaborate and help foster the development of STEM-related fields and educational attainment for the youth in the greater including ACT passage rates in STEM subjects, for students in the region. Sacramento area.” According to Westover and Sullivan, test scores provide a positive indication of the level of pre- paredness among students, with scores tending to increase over the five-year span investigated Note: NextEd (formerly known as LEED) is the premier employer-education partnership in the six-county Capital region. Their scope of work is to advance programs and policies that prepare students for success in the next economy.

38 Catalysttalyst magazine / Spring 2013 UC Davis scchoolhool of educationation / Bold Ideas. Innovative Solutions. 39 Centers update

EdForward: Bridging Research and Practice through NextEd. A number of scholarships are also available for we’ll make it easier for people to engage with us and allow us Entrepreneurial Partnerships students with need. A sampling of programs includes: to get know who is coming to the site and to School events,” Sommer said. ■■ Adventures in Enrichment Camps (grades 2-8), offers week-long courses in subjects from cooking to robotics to Roominate: A DIY wired dollhouse-building kit, designed for he UC Davis School of Education has Undertaking months of research, focus dinosaurs. kids (girls, in particular) to have fun with STEM while building been committed to bold innovation from groups, and discussions with families, T ■■ hands-on skills and confidence. Recommended for ages 6-10, the Jumpstart to College (entering 12th graders), explores its inception. Determined to do work that has providers, insurance companies, and regional everything about applying to and succeeding in college in Roominate kit brings together creativity and engineering through relevance to real educational challenges in and centers—all stakeholders in the complex a two-week summer session. basic circuit building, furniture building pieces, and decorating out of schools and to be willing to try a different system of care in California—Schmidt and ■■ STEM Summer Camp for Girls (grades 5-7) motivates accessories. In a meeting with the company founders, ideas ranged approach to solving ongoing challenges, the others, including the UC Davis MIND Institute students to take on the rigors of high school science, from developing activity guides and STEM-based lesson plan, to School established a center within the School are working to launch a one-stop digital technology, engineering and mathematics (STEM) classes. workshops and summer camp sessions. dedicated to applying entrepreneurial principles collaborative. Education professor Peter Mundy Courses are offered in a variety of communities, including to the development of products and services also consulted on the project. College Success Strategies: Two modules are proposed to help Chico, Colfax, Folsom and Loomis. for students, teachers, parents, and community “The hub could simplify the administration improve the college readiness level of local high school students, ■■ Summer Fun with a Brain (grades 5-8) taps into leaders. of autism treatment and services through a create a smooth transition for students entering college, and the “maker” movement, with 3-D printing and product EdForward: the Center for Innovation website of collaborative tools and development promote local higher education options. The Learning Exchange development, among other things. Offered off-campus at in Education was launched in 2010. Its Cynthia Sommer of a system to personalize content for those and Sacramento City College, Davis Center, have indicated West Sacramento Early College Prep and the Hacker Lab, first director Traci Schmidt helped build who navigate the system of care,” said interest in the modules, which can be offered at regular intervals a place for programmers, designers, and entrepreneurs in partnerships, researched hundreds of potential projects, and Schmidt. “Users will include parents, care providers and payers throughout the year to coincide with new quarter/semester Sacramento. is now driving the launch of a novel project called Navigate who will benefit from increased efficiency, reduced stress, and enrollments. Autism (see more below). In November 2012, Cynthia Sommer better information. Bottom line, we want to make it easier and Projects in the Pipeline Education Technology: Leveraging the School’s expertise in joined as the center’s new director. Over her 20-year career, more accessible for parents to make informed decisions.” education technology and its connection to a vast network of she has cultivated a diverse background in corporate and “One child may have six different organizations providing There are many stakeholders in any given context who can teachers, EdForward is considering an “educators as entrepreneurs” nonprofit management, healthcare marketing, online education, or administering services to her, including a medical doctor benefit from the power of the School’s research and expertise, event to bring teachers into the discussion about educational and vice versa, says Sommer. The EdForward and product management. She has been a business instructor and her school. The parents are the gatekeepers. The Navigate technology and to tap into the pool of venture capital team constantly scans the field for at local universities and community colleges and received Autism project flips the usual paradigm from pushing funding. “There is a lot of ed-tech investment by potential collaborations, talking to an Outstanding Service Award from UC Davis Extension. information out to first educating parents about the system of venture capitalists going to developers, but not parents, educators, administra- She earned a BA from Stanford University and an MBA from care and asking what the parents need. As a result, it has the as much to understanding whether any of tors, and industry to explore Wharton. potential to provide an easier way to get all the stakeholders on the products actually facilitate learning,” new solutions for ensur- In her role at the helm of EdForward, Sommer must wear the same page for the child,” said Schmidt. said Sommer. “There are resources ing young people thrive many hats—from product developer to convener, conduit, The final prototype is slated for launch in July (a name within the School that can help in our region. Here are and cajoler. Her most basic goal is to “make sure the pipeline for the final product is yet to be determined). “If we are answer that.” some projects in devel- stays packed with ideas for the School to spur innovation in successful in connecting all the stakeholders in this way, we “All of these projects let us opment. education.” can significantly improve the day-to-day lives of these families put our stake in the ground as “EdForward has the opportunity to strike up different kinds and the educational outcomes for students with autism,” School of innovators, promote the School’s of partnerships, ranging from traditional K-12 relationships, to said Schmidt. Education Portal: expertise, and build the expanse perhaps more disruptive ones, where we can be involved with A website to promote of our relationships. If some of game-changing companies or technologies,” said Sommer. “We Summer Enrichment Camps the School as a our pipeline converts to viable are thinking double-bottom line, where new initiatives make a EdForward serves students directly, through its summer thought leader and programs or new business difference for all students while also being self-sustaining.” enrichment programs. Beginning with just a few camps in regional resource on entities, that’s all the better for the summer 2011, the program has grown in number of offerings education innovation School and EdForward because it Navigate Autism and geography. “UC Davis and the School are an attractive and for community strengthens our ability to take to trial One of the most exciting projects that has advanced from the alliance, and administrators are thrilled we’re bringing our building with our network the next idea for innovating education.” EdForward pipeline is Navigate Autism, a collaboration that programs to them,” said Sommer. She cited Andee Press- of educators and other For more information on brings together information and resources to help parents of Dawson, director of community programs, as having cultivated interested constituencies. “By EdForward, visit http://education.ucdavis. children with an autism spectrum disorder (ASD). partnerships with Campus Recreation and other regional centralizing information about the edu/edforward or contact Cynthia Sommer at partners, including Hacker Lab, Loomis School District, and multiple offerings within the School, [email protected].

40 Catalyst magazine / Spring 2013 UC Davis school of education / Bold Ideas. Innovative Solutions. 41 PHILANTHROPic impact

School of Education Alumni Receive Soderquist Award for Exceptional Support to UC Davis Sandi Redenbach and Ken Gelatt with charitable remainder trust with a real estate asset valued at more than $300,000. That same year she and Gelatt andi Redenbach (BA ’72, Credential ’73) and 2012-13 Guardian Teacher Scholarship Gelatt credits his wife with inspiring him to get involved. were the first education alumni to include the School in their Ken Gelatt (BS 67, Credential ’68) received the recipient, Tanya Anaya (left). “There is something about Sandi’s passion that rubs off on you,” S estate plans. 2013 Charles J. Soderquist Award at UC Davis. he said. This fall, Redenbach inspired others through a $5,000 The Soderquist Award was named in honor of the late Charles “Charlie” Soderquist—a UC Davis The Soderquist Award comes with a $5,000 prize for recipi- matching pledge for the School’s Power of 10 Scholarship alumnus, management professor, and well-known Sacramento-area entrepreneur and philanthro- ents to give to the university program or area of their choice. Fund, a fundraising effort to raise scholarship funds during pist. The award, which was created by a philanthropic gift from the Soderquist estate, recognizes Redenbach and Gelatt have chosen to give the $5,000 to the “...they get genuine the School’s 10th anniversary. Her match of $5,000 motivated exceptional volunteer leadership and support of philanthropy at UC Davis, and honors UC Davis Guardian Teacher Scholarship to support former foster youth in School of Education staff, faculty, and alumni to match her pleasure from supporters whose efforts as volunteers have made a significant and lasting impact on the university. their pursuit of a teaching credential at the School of Education. pledge in less than three weeks. Soon after, Redenbach inspired “We are both so honored by this recognition,” said Redenbach. “We’re still in a little bit of shock.” This program was established through a partnership between their service to the her friend and fellow alumnus, John C. Brown, to match her The couple are clearly more than worthy of the recognition. They have given time, financial the School of Education and the Guardian Scholars Program at School by taking commitment to the scholarship fund with his own matching support, and passion to the UC Davis School of Education, Robert and Margrit Mondavi Center UC Davis, with seed funding from the Stuart Foundation. pledge of $5,000, which was matched less than 10 weeks later. every opportunity for the Performing Arts, and the UC Davis Mini Medical School, to name just a few of the areas on “The Guardian Scholars and Guardian Teacher Scholars “In all my years working with Sandi and Ken, it is abun- campus that have benefitted from this dynamic duo’s dedication to their alma mater. programs have been a blessing,” said Tanya Anaya, the 2012-13 to participate in dantly clear to me that not only are they two of the School’s “Sandi and Ken’s commitment to philanthropy and passion for UC Davis truly exemplifies recipient of the School’s Guardian Teacher Scholarship. “Because events, meetings most dedicated alumni,” said Dean Harold Levine, “but also Charlie Soderquist’s spirit and legacy,” said Chancellor Linda P.B. Katehi at the reception to honor of these programs I met Barbara Goldman [director of teacher they get genuine pleasure from their service to the School by and initiatives...” them on May 8. education], who gave me support and guidance and helped me taking every opportunity to participate in events, meetings, and Redenbach and Gelatt are both two-time UC Davis graduates—completing their bachelor’s develop the wings I feel almost sprouting from my back. Because initiatives where they can be advocates for our mission, for our – Harold Levine degrees and then teaching credentials. Before retiring, they each spent more than 40 years in Yolo of these programs I stayed in Davis, got on track, changed majors, people, and for philanthropic efforts.” County classrooms: Redenbach as a speech, drama, and English teacher, and Gelatt as a mathematics graduated, got into the School’s teaching credential program, and Beyond their devotion to the School of Education, Redenbach teacher and coach. After 16 years of teaching junior high and high school in Woodland, Redenbach began realizing my childhood dream of becoming a teacher. None and Gelatt provide their time and financial support to several founded the Woodland Joint Unified Independent Learning Center in 1988. During her tenure, the of this could have happened if it weren’t for the scholarships. I UC Davis organizations: Center graduated more than 80 students who would have otherwise dropped out of high school. couldn’t afford such an education without it.” Redenbach also helped to build early alumni activities such as reunions and a teacher apprecia- ■■ Gelatt was a supporter of the development of the Marya Always thinking about making a difference for students most tion event for the School, and she is the founding chair of the School’s Alumni Council. Welch Tennis Center. in need and simultaneously trying to inspire others to give, The couple’s philanthropic example continues to demonstrate exceptional leadership, as well. In ■■ They both volunteer and give to the Mini Medical School. Redenbach explained why she and Gelatt decided to give the 2008, Sandi created the fourth endowed scholarship fund at the School of Education with a gift of ■■ Redenbach is vice president of the Friends of Mondavi and $5,000 to the Guardian Teacher Scholarship. “We thought that $53,000 to establish the Sandi Redenbach Students-at-Promise Award. Two years later, she created a has been volunteering as an usher since the Mondavi Center the gift would give higher visibility to the program. Besides, I opened. can’t think of anyone more at risk than someone who has lived in ■■ Redenbach is also a member of the Herbert A. Young Society the foster care program. It’s important that people support other in the College of Letters & Science and is an active member people. That’s our job, our gift for being fully human.” In Appreciation In Honor of n Jon Wagner of University Farm Circle. n ■■ n Donald Arnstine george Yonge Redenbach is a donor and serves on the School’s Words n T he School of Education is grateful for the support of all n Davis Campbell gianna Zappettini Take Wing committee to promote its annual children’s Giving Opportunities our donors. Some make gifts when a family member, n Calvin Crabill literature event. n In Memory of friend, teacher or other significant person dies. We also Richard Figueroa Redenbach, who struggled as a student in high school and G ifts to the Guardian Teacher Scholarship Fund n Barbara Goldman n Marten and Nell Bakker receive gifts honoring people who made a significant was initially denied admission to UC Davis because of a tran- support former foster youth in their pursuit of a n Douglas Minnis n hugh and Shirley Black impression on someone’s life, in gratitude for someone’s n Sandra Murphy n Jack Lowry script error, attributes her motivation for giving back to campus teaching credential at UC Davis. To make your gift mentoring support or in recognition of achievement. We n Julius Sassenrath n victor Perkes to her gratitude for her education. “For me the privilege of today, go to http://giving.ucdavis.edu/SchoolEd/ gratefully acknowledge all of these gifts. n o J An Skinner n Michael Smith getting an education was huge. I didn’t expect it to happen, and GuardianTeacherScholarship. I am so grateful that I was able to better my life.”

42 Catalyst magazine / Spring 2013 UC Davis school of education / Bold Ideas. Innovative Solutions. 43 PHILANTHROPic impact Education Graduate Student Association, made a gift of $450 to signify a dollar for each enrolled student in education this year. “EdGSA decided to give to the Power of 10 Scholarship Fund on behalf of every student currently enrolled in the School of Educa- tion. We made this gift out of appreciation for the exceptional educational experience we are benefiting from at UC Davis and a belief in the importance of expanding access to this program to others who are dedicated to the improvement of our education Inspiring Gifts Lead to Scholarships system.” – EdGSA Officers

John C. Brown (Credential ‘72), As part of the UC Davis School of Education’s year-long celebration of its tenth anniversary, alumni, made the second $5,000 matching faculty, staff, emeriti and friends have banded together to launch the Power of 10 Scholarship Fund. pledge, which was matched in less Gifts will be immediately put to work providing scholarship funds to students with the greatest than 10 weeks. EdGSA officers (from left):A nne Stephens, Colin Dixon, financial need in the 2013-14 academic year. It’s not too late to make your gift. Gifts to the Power of 10 “In making my gift to the Power Kelsey Krausen, and Mary Stewart Scholarship Fund will be accepted through the end of June 2013. For more information, visit of 10 Scholarship Fund, my http://education.ucdavis.edu/power-10-scholarship-fund. conscience was my guide. We need Featured Power of 10 Gifts more good teachers, and I think School of Education Student Services Staff, 100 percent of it is important to help make that this staff unit made gifts. Gifts and pledges to the Power of 10 Scholarship Fund have reached more than $32,000 (as of May 15). John C. Brown happen.” Several gifts made over the course of this academic year inspired others to give. Here we share the “I witness firsthand how much our students struggle to fund thoughts of some of those who have made a gift (or two) to the Power of 10 Scholarship. their education. I also see the excitement in their eyes when they Christian Faltis, Dolly and David Fiddyment Chair in speak of their passion for the field of education, whether it be to Teacher Education, made the lead faculty gift with his wife Annie. Sandi Redenbach (BA ’72, Credential ’73), Alumni Council Chair, made a $5,000 matching pledge, which teach, perform research, or be a professor. If my small contribu- was matched in less than three weeks. “Annie and I live in a modest home, but we live abundant lives, tion can be paired with many other contributions, then that will and we believe in the power of education to affect the lives of become a ‘big’ deal.” – Mary Reid, director of Student Services “I was honored to serve on the committee that came up with the idea of having a student scholar- the coming generations of children and youth. We decided to ship initiative as a really meaningful way to commemorate the School’s ten-year anniversary. I love give to the Power of 10 Scholarship Fund because the School of Thanks to all of those who have provided financial the concept of the Power of 10 because it encourages people to consider giving anything from $10 to Education has done so much for the region in terms of preparing support to the School of Education. Your gifts $10 x $10 or more. I owe a great deal of my success to my education at UC Davis. Giving back to help top notch, knowledgeable, and caring teachers. I know first- have power. students at my alma mater is one way I have of showing my gratitude.” hand that many students in our credential programs struggle financially, and they work tirelessly to become well-prepared Teacher Education Faculty, teachers of children and youth. Giving to the Power of 10 is an 100 percent of the faculty group made gifts. action that advocates for teachers and education, in general.” “I’m giving to support new teachers who should know that those who work here believe it’s the best place to learn and teach. It’s a tough job and we appreciate the dedication of new teachers, so we try Paul Dilley (MA ‘86, Credential ‘87), community to provide financing to make it possible for college history instructor all qualified candidates to participate and focus on their developing classroom skills.” “I enjoy giving to the Power of 10 Scholarship – Pauline Holmes, lecturer/supervisor Fund because I know it can really make a difference for students. When I was in the cre- dential program back in 1986-87, I received two small scholarships. That financial boost really helped. To a fellow alum consider- ing a gift to the fund I would say, ‘Yes, donate!’ I am sure that current credential candidates will be very appreciative, 100 percent of teacher education faculty made gifts. allowing them to worry less about finances and to concentrate on their Paul Dilley studies and their student teaching.” 44 Catalyst magazine / Spring 2013 UC Davis scchoolhool of educationation / Bold Ideas. Innovative Solutions. 45 PHILANTHROPic impact Recent Gifts and Grants M ake a World of Difference for Students,

Power of 10 Donors (as of May 24, 2013) Teachers, and Researchers (Gifts and grants made between December 1, 2012 and April 10, 2013)

Jamal Abedi & Fereshteh Hejri Elizabeth Flores Tina Murdoch Anonymous (5) Leann Fong-Batkin Polly Murphy-Jones California Teachers Association – to support scholarships for students in the teaching credential/ Steven Athanases Beth & John Foraker Renee Newton Institute for Teaching MA program. This gift helped the university surpass its goal of raising $120 million for student support through The Campaign Linda Baldwin Michele Fortes Matt Nguyen $77,000 to support Year Three of the Algebra Project, which Doreen Barcellona Rick & Carol Fowler Julie Orosco provides teachers with professional development in approaches for UC Davis. Lydia Baskin Barbara Goldman Cindy Passmore & Robert Schiller to engage students in active learning and to increase the partici- Susan Schnitzer Patrick Bohman Jan & Chee-Ping Gong Loretta Pehanich pation of their families in school and math activities. Angela Booker Cristina Gonzalez & Richard Cohen Beth Peterson & Stephen Curtin $25,000 matched by UC Davis Foundation Matching Fund to Stanley Borba Dave & Debbie Gordon Rick & Susan Pomeroy Noyce Foundation grow the Susan Schnitzer Fellowship in Teacher Education, Nancy & Alan Brodovsky Herbert E. Harris II Sandi Redenbach & Ken Gelatt 2 an endowed fund supporting scholarships for students in the John C. Brown Cassie & James Hart Mary Reid $400,000 to renew funding for STEM : The Power of teaching credential/MA program. Lenora Bruce Kerry & Martin Hasa Rebecca Rosa Discovery, a project of the California AfterSchool Network and Shannon Cannon Patrice Hill Dawn Rowe the California STEM Learning Network to build collaborative S.D. Bechtel Jr. Foundation Adrienne Capps Pauline Holmes & John James Jana Royal partnerships between schools and afterschool organizations, by Damian & Jennifer Chapman Larry Horvath Mari & Jeff Royer mobilizing a broad coalition of community partners with STEM $550,000 to renew funding for STEM2: The Power of Discovery Bryant Cheung Pam Hutchison Traci Schmidt (science, technology, engineering and math) expertise and Bill & Becky Cochran Mohini Jain Cynthia Sommer resources. STEM2 will enhance school-based STEM instruction Spencer Foundation Lori Cohen E. Lee & Ina Johnston Meg & Tom Stallard and expand out-of-school STEM learning opportunities for more $36,900 to assistant professor Lee Martin for his project Kim & Gene Cole Paul & Shirley Strub Donna & Mark Justice than 450,000 students statewide. “Adaptive Expertise in ‘Do-It-Yourself’ Engineering Design Donna Connolly Harold Levine Arline Thomas Projects, in which Martin will study the development of adaptive Sue & Rod Davis Jian-Hua Liang Tom & Allene Timar Nancy and Tom Patten expertise in an out-of-school engineering and design club in Paul Dilley & Kristin Summerfelt Marilyn Mansfield Amanda Toering & Gabrielle Myers which 12-18 year olds work with adult mentors to complete Laura Dubcovsky Lynn Martindale Larry & Rosalie Vanderhoef $25,000 matched by UC Davis Foundation Matching Fund to Education Graduate Student Association Megan McKenzie Jon Wagner & Lynne Hollingsworth grow the endowed Farer/Patten Award for students in the projects of their own choosing. Kerry Enright MaryAnn Mellor & Jennifer Cardone Matt & Elaine Wallace teaching credential/MA program. Nancy Ewers Al & Jane Mendle Tobin & Melissa White Stuart Foundation Tracy Falk Barbara Merino & Robert Poindexter Joan & Matthias Zimmermann Sandi Redenbach and Ken Gelatt $375,000 to the Center for Applied Policy in Education to Chris & Annie Faltis Thea & Art Mills $1.65 million bequest to support the Sandi Redenbach support a Whole System Change program in four Northern Dolly & David Fiddyment Kimberly Mundhenk Students-at-Promise Award in perpetuity, an endowed fund California school districts.

Give to the Power of 10 S cHOOL Reaches Out to Friends and Alumni Scholarship Fund Friend-Raising in San Diego n Check or Credit Card: Make a gift via check payable to “UC Davis Foundation” or by credit M ary Catherine Swanson (Credential ‘67) and her husband Tom card using the enclosed envelope. hosted UC Davis School of Education alumni and friends from the San n Online: Make a gift via credit card using our Diego area in their home on April 4. Dean Harold Levine joined the secure website: http://giving.ucdavis.edu/ guests to enjoy refreshments and conversation about the School. schooled/powerof10scholarship. levine spoke about the “regionally relevant, nationally prominent” School that is experimenting with innovative ideas, including a web- For more information, contact Doreen Barcellona, based tool for parents of children with autism. “We need to ask the Associate Director of Alumni Relations & Annual same questions parents are asking: What difference will your research Giving, at [email protected] or make for my child?” said Levine. (530) 754-2131. Mary Catherine Swanson is a member of the School’s Board of Advisors, the founder of internationally recognized college-prep program AVID, and recipient of the 2010 Cal Aggie Alumni Associa- Student Services staff made the lead staff gift to the Power of 10. tion’s Distinguished Achievement Award.

46 Catalyst magazine / Spring 2013 UC Davis scchoolhool of educationation / Bold Ideas. Innovative Solutions. 47 news & events Another Cohort of 12 Embarks on Year-Long Globe Academy for Teachers

In another unique approach to professional development in Shakespeare, The Globe Academy for Teachers—a partnership among the Robert and Margrit Mondavi Center for the Performing Arts, the UC Davis School of Education, Globe Education in London, and the Los Rios Community College District—provides in-depth learning W orkshop and Year-Long Academy Help opportunities for theater and English teachers of grades 7-12. Teachers Strengthen Teaching of the Bard Now entering its sixth year, the program enrolls 12 teachers each spring to participate in workshops with their students at UC Davis and One-of-a-Kind Professional Development Conference other locations. The workshops are presented by UC Davis and Los for English and Theater Teachers Rios Theatre and English Department faculty and by visiting practi- tioners from the Globe. In the summer, teachers spend two intensive weeks at Shakespeare’s Globe Theatre in London, working with theater or a second year, the UC Davis School of Education, in partnership with the Robert and Margrit professionals on a particular play. In the fall, teachers return to their Mondavi Center for the Performing Arts at UC Davis, Globe Education in London, and the Shake- schools with a piece of one of the plays to work on with their students. speare Theatre Association, offered a three-day series of workshops on teaching Shakespeare. Globe Academy 2013 teachers at launch party (one All teachers and students then come together in November at the In January, eight artists from six theater companies from across the U.S. and England offered workshops participant was unable to attend the launch). Mondavi Center to perform the play in its entirety. on teaching Shakespeare to nearly 70 middle school and high school English and theater teachers. In fall 2012, Rosalie Vanderhoef and Chancellor Emeritus Larry Vanderhoef pledged $30,000 to the School to establish the The goal of Shakespeare Works When Shakespeare Plays (SWwSP) is to infuse language arts education Vanderhoef Globe Academy Fund to support the Globe Academy. To learn more about the Globe Academy for Teachers, visit with a vibrant and relevant understanding and appreciation for Shakespeare. Eminent Shakespeare festival http://www.mondaviarts.org/globe. directors, educators, and actors from the U.S. and Globe Education work with teachers on active and playful approaches to enliven the teaching of Shakespeare. Workshops ranged from helping students under- stand meter and archetypes in Shakespeare’s plays to engaging students in a scene from Macbeth to using Instagram to make Hamlet’s Ophelia come alive. Teachers who attended this and the first conference in 2012 say the workshops have generated years of possible lesson plans and reinvigorated their teaching of Shakespeare. Una Tarde de Matemáticas: “I just want to report a very successful run of A Midsummer Night’s Dream here in Family Math Day By Charisse Ceballos Belt, Montana,” wrote Jeffrey Ross, a 2013 SWwSP participant. “We applied exercises and ideas from the conference with great results. Performing with confidence and n March, Al Mendle, lecturer/supervisor in the UC Davis families, with over 200 people participating, and included rarely dropping a line, our high school and middle school students delighted our ISchool of Education elementary teaching credential program, volunteers from Kaiser Permanente, Delta Kappa Gamma audiences. The Davis conference made a huge difference in both the quality of the and his team of student teachers joined the St. Mary’s Vacaville sorority, Vacaville High School, and Will C. Wood High School. student experience and the performances. I can’t thank you all enough.” Unified School District (VUSD) Education Forum to put onUna A grant from the Vacaville Public Education Foundation set For more information on this unique professional development opportunity, Tarde de Matemáticas, or an afternoon of math, following Spanish the event in motion. The grantmakers contracted Mendle, who visit http://shakespeareplays.ucdavis.edu. mass at St. Mary’s. In its sixth year of service, the St. Mary’s marshaled 48 of his student teachers to create and demonstrate VUSD Education Forum helps Hispanic parents bridge commu- bilingual math instruction for parents. The instruction packets nication gaps and get involved in their children’s education. were connected to Common Core standards for math and Left: Student performs Shakespeare’s Henry V in the culminating “One of the things talked about were parents saying, ‘We provided parents with activities to promote math at home. performance of the 2012 Academy know how to do math, but we don’t understand how they’re doing the math here in school,’” said Denise Fracchia, English learner program coordinator for VUSD. Una Tarde de Matemáticas engaged elementary school children in higher order problem solving, and focused on familiarizing parents with Common Core math standards. “Parent education is what we’re about,” said Fracchia. The event attracted 50

The student teachers engaged the parents and children so well that some refused to stop and eat or head to baseball practice because they were too busy learning at a station. “That’s when you know the day was a triumph.” Above: Students perform in A Midsummer Parents and students learn math together at Family Math Day. Night’s Dream, directed by SWwSP – Denise Fracchia participant and teacher Jeffrey Ross 48 Catalysttalyst magazine / Spring 2013 UC Davis school of education / Bold Ideas. Innovative Solutions. 49 news & events W ords Take Wing continued from page 50

Engle told her audiences that she does a lot of historical research, often reading primary texts that few people know about. In doing so, she often seeks out stories about young unsung heroes of Cuban history. “I wonder,” she shared. “That’s what a writer does. She wonders what it feels like for someone else. I love to imagine the voices of brave young people who made hopeful choices Words Take Wing Event in situations that seemed hopeless. I choose my subjects based on their courage.” Her advice to aspiring writers is to find a quiet place to think and not to worry too much about how to write. “Not worrying is the writer’s greatest challenge. Ideas are shy; they fly into peaceful places. Let your imagination soar,” she told the group of sixth Introduces Margarita Engle to More than graders at the Turner Library. 1,000 Young People in Annual Lecture In 2014, Words Take Wing will celebrate its tenth year of presenting the best and most notable children’s literature authors to thousands of children in the Sacramento region, exposing them to a higher education environment and showing them the excitement of reading. argarita Engle, the ninth author to present in the UC Davis School of Education’s annual The School of Education’s long-term goal is to create an event that will build and sustain relationships with teachers, students, MWords Take Wing: Honoring Diversity in Children’s Literature lecture series, touched the lives of librarians, and the wider community to ensure that the impact of Words Take Wing goes well beyond the classroom. To learn more over 1,000 middle and high school students and teachers during two days in February. about this event, visit http://education.ucdavis.edu/words-take-wing. On February 12, Engle spoke to about 50 sixth graders at the Turner Library in West Sacramento. In the afternoon, she visited children at Sutter Children’s Hospital, Sacramento, and the UC Davis Children’s Hospital, reading to some of them at bedside. The next day, she spoke to nearly 1,200 students and teachers in Freeborn Hall on the UC Davis campus and spoke to a smaller School Reaches Out to Friends and Alumni crowd in the evening. “As the children, teachers, and chaperones filled Freeborn Hall for the matinee, the energy and Celebrating Children’s Literature and excitement was palpable,” said Words Take Wing Committee co-chair Shannon Cannon, a lecturer/ supervisor in the School’s elementary credential program. “Margarita entertained, informed, and First Decade of Words Take Wing Event inspired them by sharing the experiences that compel her to tell the stories of people who, despite remarkable contributions and achievements, have been left out of the history books.” W endy Chason, a librarian in Davis and member of the Words Take Wing Engle, a Cuban-American, is the winner of the first Newbery Honor ever awarded to a Latino or Committee, and her husband Bob Chason hosted an event to spread the word about Latina. Her award-winning young adult novels in verse include The Surrender Tree, The Poet Slave of Words Take Wing: Honoring Diversity in Children’s Literature, the School’s annual Cuba, Tropical Secrets, and The Firefly Letters. The Wild Book won the 2013 Mock Pura Belpre from the presentation that brings a renowned children’s literature author to the campus. More Heartland chapter of Reforma: the National Association than 50 guests learned about the program celebrating its tenth season next year. to Promote Library and Information Services to Joanne Banducci and Shannon Cannon, co-chairs of the Words Take Wing Com- mittee, quoted children whose attitudes about reading and their futures changed Latinos and the Spanish Speaking. Her latest Margarita Engle dramatically thanks to the program. Guests at both events had opportunities to ask book, The Lightening Dreamer, came out in questions directly of Dean Harold Levine, staff, and volunteers. The Chasons also March. When You Wander: A Search-and- pledged a gift of $1,000 per year over the next five years to support Words Take Rescue Dog was published in April. Wing. Their gift inspired alumni Sandi Redenbach (BA ’72, Credential ’73) and Ken “Margarita’s novels in verse Gelatt (BS ’67, Credential ’68) to do the same. make content and concepts if you are interested in hosting or attending an event like this in your area, please very accessible, even to the contact Loretta Pehanich, associate director of development, at lapehanich@ucdavis. most reluctant reader,” said edu or (530) 752-8053. Cannon. “The lyrical rhythms are like invitations—ushering us into a period of Special Thanks to Our Sponsors and Donors time we may have Sutter Children’s Center, Sacramento, is the UC Davis School of Education’s Co-Sponsor of Words Take Wing: little background or Honoring Diversity in Children’s Literature. The following donors also helped make the 2013 program possible: possibly even little interest in.” Organizations Individuals

continued on page 51 UC Davis Children’s Hospital Jamal Abedi & Fereshteh Hejri Paul Heckman & Viki Montera Raley’s Joanne & Michael Banducci Donna & Mark Justice Woodland Sunrise Rotary Club Delee & Gerry Beavers Anna & Dennis Kato Judith Blum Michele Leonard-Fortes Words Take Wing committee member Shannon Cannon Sandi Redenbach & Ken Gelatt Ruthie Shimomura holds the mic for a Kim & Eugene Cole Floyd & Ruthie Shimomura student asking the author a question.

50 Catalysttalyst magazine / Spring 2013 UC Davis scchoolhool of educationation / Bold Ideas. Innovative Solutions. 51 School Hosts Sixth Annual 2013 Honorees (continued) Honoring Educators Distinguished Alumni Daniel D’Agostini (BA ’71, Credential ’72) Awards Ceremony Rozanne Helms (BA ’76, Credential ’77) Honorees are chosen by an alumni awards committee from among UC Davis education alumni who work to effect positive change in schools, colleges, and in Special Celebration of Tenth Anniversary Daniel D’Agostini Rozanne Helms universities; who serve as advocates for all learners; who focus on achieving the best outcomes for students and on making a difference in their lives; and n May 21, 2013, the UC Davis School of Education hosted its sixth annual Honoring Educators who provide leadership in addressing the greatest challenges facing educators, OAwards Ceremony. In honor of the School’s tenth anniversary, awards were expanded this year to students, and communities. recognize the achievements of students, faculty, and education advocates. More than 175 alumni, staff, faculty, and friends attended the gala event held at the Activities and Outstanding Education Advocates Recreation Center Ballroom on campus. “This was a fantastic event and a wonderful opportunity to celebrate the School’s tenth anniversary as well as the impact our alumni, faculty, and students have had Sandi Redenbach (BA ’72, Credential ’73) and on our region and beyond,” said Dean Harold Levine. Ken Gelatt (BS ’67, Credential ’68) A special aspect of the event this year was an effort to draw attention to the School’s Power of 10 The Outstanding Education Advocate Award was created in 2013 in recognition Scholarship Fund initiative launched to raise money for student scholarships in the coming academic year. of the School’s 10th Anniversary. Honorees are chosen for dedication and “This effort has exceeded our greatest expectations,“ said Adrienne Capps, assistant dean for contributions to advancing the mission of the School in our region and beyond. development and external relations. “Thanks to the generosity of so many faculty, staff, students, alumni, emeriti and friends, we will be able to provide substantial scholarships to students in each of our key G ianna Zappettini academic programs: PhD, EdD and teaching credential/MA. And the gifts keep coming in. We’ve raised more than $32,000 to date.” To learn more about the Power of 10 Scholarship Fund and how to make a Ken Gelatt and Sandi gift, see p. 44. Redenbach Jack O’Connell, former California superintendent of public instruction, served as the event’s honorary chair.

2013 Honorees Bridging Research and Practice: A Focus on Academic Outstanding Students of the Year Literacy and New Common Core State Standards Orlando Carreón Gianna Zappettini (Credential ’13) Orlando Carreón (PhD Candidate) or the sixth year in a row, the UC Davis School of Education hosted its annual Academic Literacy Summit in The Outstanding Student Award, created in 2013 in recognition of the School of Education’s 10th FFebruary. The day of workshops and research presentations brings together teachers and researchers to share Anniversary, acknowledges student contributions to the School, our campus and external community, and research-informed practices related to teaching academic literacy, especially related to addressing the to the quality of student life. This year’s recipients shared a $1,000 prize from funds given by alumni and literacy needs of culturally and linguistically diverse students. friends through the School’s Annual Fund. This year, over 200 regional educators gathered for a day of workshops and discussion exploring what’s at the core of academic literacy, with special attention given to California’s newly Rising Star Alumna adopted Common Core Standards (see http://www.cde.ca.gov/re/cc/ for more on these standards.) Summit committee member Ronda Adams, with the Yolo County Office of Education, said Gatee Esmat (Credential ’07, MA ’09) the “overall goal is to ensure we can fully prepare the 21st century learner who must be a Gatee Esmat Rising Star honorees are alumni who are within ten years of receiving their credential or degree problem solver, an effective communicator, and a critical thinker. To do this, we (whichever is later) and who exemplify the Distinguished Alumni award criteria. have to navigate, judge, and create a more sophisticated notion of literacy.” Keynote speaker, George Bunch, associate professor of education Outstanding Faculty at UC Santa Cruz, discussed his work as part of Stanford’s Understanding Language Initiative. In her introduction to Douglas Minnis, Retired Faculty Bunch, Associate Professor Kerry Enright, an expert on academic literacy in the UC Davis School of Education, said, The Outstanding Faculty Award was created in 2013 in recognition of the School’s 10th Anniversary. The “as a former K-12 teacher, George’s research is built on honoree is chosen from among current or retired/emeriti faculty for their contributions to the Department/ very real classroom concerns and demands on students, Division/School of Education as educators and for their continued service and positive impact on our George Bunch particularly English learners.” Douglas Minnis community, the region, and beyond.

continued on page 56 52 Catalysttalyst magazine / Spring 2013 UC Davis scchoolhool of educationation / Bold Ideas. Innovative Solutions. 53 news & events Science, Math, and Engineering—Their Influence on National Educational Transformation By Charisse Ceballos

Noah Finkelstein, professor of physics at the University of Colorado, presented “Science, Math, and Engineering—Their Influence Distinguished Educational Thinkers Speaker Series on National Educational Transformation” in early February, as part of the UC Davis School of Education’s 2012-13 Distinguished Educational Thinkers Series. Understanding Language and the New Common Core State Standards “We are living in—especially for students—unprecedented times,” said Finkelstein. “We have not seen the attention that is being paid to STEM (science, technology, engineering, math) education that we do now.” At a time when the United States is trailing n her February presentation at The ultimate implication, she argued, in global STEM education, Finkelstein argues that traditional education must be transformed to IUC Davis, titled “Understand- is that English learners must be given challenge students, get students to interact, and push for conceptual learning. ing Language in Schools,” Stanford access to grade level content while they are For instance, in introductory physics, “students learn less than 25 percent of the most basic Education Professor Guadalupe learning English. “Writing is about ideas, concepts (that they don’t already know),” said Finkelstein. This is a result of the traditional Valdés, who also participates in the but we pretend with English learners that model of education—a “transmissional” model centered on educational delivery. Understanding Language Initiative, language must emerge pristine before Finkelstein argues for a shift to discipline-based education research in physics. With made a similar argument to George they can engage in the academic content. this approach, a focus on the use of tools and student interaction, particularly in large Bunch at the Academic Literacy We must push for comprehension before enrollment classes, better prepares students to tackle real world physics problems. In Summit (p. 53). focusing on production because it is most these “transformed” classrooms, students are interacting together, hands-on with “Language in the new standards is important for learning.” the content they are learning about, and with the help of other student learning not focused on sets of facts, but rather Note: The Understanding Language assistants. practices to perform—development Guadalupe Valdés, Bonnie Katz Tenenbaum Initiative at Stanford University aims At the University of Colorado, Finkelstein and his colleagues implemented of language competencies that lead Professor of Education, Stanford University to heighten educator awareness of the an interactive environment with learning assistants and tutorials during classes, to analysis for each discipline,” said critical role that language plays in the resulting in “learning gains as much as three times the national average for Valdés. new Common Core State Standards and Next Generation Science non-transformed classes,” said Finkelstein. These learning assistants are also the “We must face the massive problem of teaching kids in a Standards. The long-term goal of the initiative is to help educators pool from which the next generation of K-12 teachers are recruited. language they may not understand,” Valdés argued. This means understand that the new standards cannot be achieved without Understanding how students achieve in class, how to construct supportive agreeing on the definition of “academic literacy.” providing specific attention to the language demands inherent to classroom environments, and how faculty use these tools are the key to “Our definitions of this are very imprecise, so we need to each content area. See http://ell.stanford.edu for more information. transforming education. “Recognizing that having disciplinary faculty at the table, agree on a definition. Until we do, we are describing different in partnership with schools of education and in partnership with administration, is parts of the elephant, and the people who are suffering are the *The School’s Distinguished Education Thinkers Speaker Series is supported in essential,” said Finkelstein. students,” she said. part by the School of Education Annual Fund. Noah Finkelstein

Activist-Scholar Delivers Searing Talk on Inequality’s Toll on the Health of He notes that the effects are even greater on of color know their lives matter less,” he noted Young People and Educators’ Role in Healing the Wounds students of color. “The biggest threat to health on as he showed the audience a map of Oakland, the planet is inequality,” he said. “There is clear, with the concentration of murder and other violent concrete research and widespread agreement crimes clearly confined to his community where Drawing on a line from a song by Tupac Shakur, who was mur- The more we treat people as having assets, the more likely they across disciplines” to support this contention. most citizens are poor, African American, or Latino. dered in a drive-by shooting in 1996, Jeff Duncan-Andrade will fill up the cup.” Duncan-Andrade’s use of Shakur’s meta- “One in three urban youth display mild to severe Duncan-Andrade told the crowd of educators makes a compelling case for seeing all students for their phor of roses in concrete acknowledges that the urban environ- symptoms of Post Traumatic Stress Disorder (PTSD); that there are many concrete ways teachers can strengths and arguing that educators must provide hope, under ment is a difficult place for a young person to develop and this makes them two times more likely than soldiers make their classrooms a place of refuge and hope any circumstances. grow, but he insists all of our students are roses, nonetheless, to suffer from PTSD.” for students, but they must begin by seeing their In his talk “Note to Educators: Hope Required When and are in need of nurturing above all else. Duncan-Andrade is associate professor of Raza students not as “the other.” “I can’t put me out of Growing Roses in Concrete” at UC Davis in February, Duncan- “It is an absurdity to look at a rose growing out of concrete Studies and Education at San Francisco State my classroom,” he said. “Let’s remember who we Andrade shared his research on the effects of inequality on and see only its damaged petals,” he said, referring to the grit University and director of the Educational Equity Jeff Duncan-Andrade are and where we came from. There are no weeds the health and well-being of children growing up in the most of students to learn and grow despite their circumstances and Initiative at the Institute for Sustainable Economic, in our gardens; they are all roses.” violent and challenging communities. The talk was delivered the tendency of some educators to focus only on what they Educational, and Environmental Design (ISEEED). Duncan-Andrade has lectured around the world as part of the Critical Consciousness Speaker Series, hosted see as deficits in their students.H e argues, in part through the In addition, he continues to teach high school in East Oakland about the elements of effective teaching in schools serving by the education graduate student-run Committee for Social use of medical research on the negative effects of unending where for the past 20 years he has practiced and studied the poor and working class children. He has authored two books, Justice, the School of Education, Office ofG raduate Students, stress on youth, that school can too often be a source of use of critical pedagogy in urban schools. numerous journal articles, and book chapters on the conditions and the Office of Campus Community Relations. pain for young people, especially those living in the toughest As a practicing teacher in one of the most challenged urban of urban education, urban teacher support and development, “Young people are always half-full or half-empty,” said neighborhoods like the one where he lives and teaches in communities in America, Duncan-Andrade sees his research and effective pedagogy in urban settings. To see his talk in full, Duncan-Andrade. “It just depends on how we look at them. Oakland, Calif. reflected every day in the lives of his students. “Young people visit http://education.ucdavis.edu/video/jeff-duncan-andrade.

54 Catalysttalyst magazine / Spring 2013 UC Davis scchoolhool of educationation / Bold Ideas. Innovative Solutions. 55 news & events student news & notes

Distinguished Educational Thinkers Speaker Series (continued) Doctoral Students Make Presence and

Giving Children a Chance to Learn by Pitching In By Charisse Ceballos Scholarship Known at Prestigious Educational

Barbara Rogoff, distinguished professor of psychology at with the guidance of adults and UC Santa Cruz, gave a talk at UC Davis titled “Learning Through community expectations. Children Research Conference Pitching In,” as part of the UC Davis School of Education’s Dis- are given opportunities to contribute tinguished Educational Thinkers Speaker Series in April. Rogoff’s meaningfully to the accomplishment of studies have focused on cultural aspects of collaboration, notably a community endeavor. he American Educational Research Association “Teaching writing requires among the Mayan community of the Guatemalan highlands. “In communities where the children T(AERA) hosts the world’s leading researchers in education complex knowledge beyond knowing During her talk, Rogoff explored the idea of learning have opportunities to be present, this each spring. This April, 22 PhD students from the UC Davis how to write,” said Wahleithner. But through community participation. Her research on the process is a very effective way to learn, “ said School of Education attended the annual meeting and presented preservice English teachers are not Juliet Wahleithner of collaborative learning emphasizes how children, especially Rogoff, “But in some communities, papers covering a wide variety of topics. We feature some of the required to take a specific course those from indigenous communities, learn by observation and children are often excluded from many presentations here. on writing instruction. Combine that lack of training with the contribution. activities of the community.” Barbara Rogoff pressure teachers feel, particularly at low-performing schools, “We learn our first language by pitching in and listening. If The goal of “learning through intent Parents Are Key to Latinos’ Path to College to ensure their students score well on standardized tests, and you want to be part of what’s going on, get access to something, or community participation” is to transform participation in order Like most immigrant parents, Latino parents’ top priority is Wahleithner found that a lot of teachers may be at a loss. Read learn a tool. It’s by observing and pitching in,” said Rogoff. to make children better learners and collaborators in the larger to provide their children with the opportunity for a better life, more at http://education.ucdavis.edu/current-research/writing- Rogoff argues that “learning through intent community community. The key to this transformation, Rogoff said, “is including the chance to attend college. But language barriers and instruction-age-accountability. participation” is in direct contrast with learning through including children’s motivation and initiative as part of what is a lack of knowledge about how to pay for college too often get in “assembly line instruction,” in which there is controlled assessed.” the way of Latinos realizing their dreams, according to Lisceth Shannon Pella and Alumni Present Research instruction of children in segregated settings. “In assembly With keen attention and participation, children can be Cruz, a PhD candidate in the School of Education. on Teaching and Learning Social Studies line instruction, you are separated from the activity that you’re trusted to responsibly contribute with initiative to these “Given the strong familial ties of Latino communities, Education PhD candidate Shannon Pella led three roundtable learning about,” said Rogoff. endeavors, says Rogoff. “We can all benefit from learning to do parental engagement is central to understanding and addressing presentations accompanied by four former students from her Learning through community participation requires children things more than one way by taking advantage of observation the disparities in educational attainment among Latinos,” 2012 social studies cohort in the School of Education’s MA to be incorporated into ongoing endeavors of a community and collaboration.” said Cruz. program: Ellen Lehman, Ryan Sonneville, Richard Dahl, and Cruz has focused her research on the ways Latino parents Kelly Christiansen. participate in the last two years of high school and the first two ■■ “Teaching Pluralism and Islam through Pop-Culture and years in college—an important transition period, especially Current Events: An Action Research Project,” presented by for first-generation college students. Four findings guide her Pella and Sonneville (Credential ‘11, MA ‘12). Academic Literacy continued from page 53 understanding of the challenges facing Latino students and her recommendations for reaching out more effectively to their ■■ “Consider the Source: Critical Thinking through Primary “If we look at academic literacy through the lens of English learners to meet the demands of the Common Core State Standards parents. Read more at http://education.ucdavis.edu/current-research/ Source Analysis,” presented by Pella and Lehman (Credential and the Next Generation Science Standards, we can generalize for all students: if ELL students are doing ‘well’ then we can be parents-are-key-latinos-path-college. ‘11, MA ‘12) relatively confident that all students are doing well,” said Bunch. ■■ “Lessons from Action Research in Secondary History/Social In a case study presentation, he showed that the Common Core Standards present profound shifts in how language, instruction, W riting Instruction in the Age of Accountability Science Classrooms,” presented by Pella, Lehman, Sonneville, and assessment are approached in the classroom. Reading and writing are no longer Most educators agree that writing is an essential skill for student Christiansen (Credential ‘11, MA ’12), and Dahl (Credential done for the sake of learning to read and write. Comprehension is paramount, success in school and in the pursuit of college and career. So ‘11, MA ’12). In this presentation, each of the four teachers so English learners need additional supports and teachers must learn the stakes are high for writing teachers. Unfortunately, often a discussed how conducting action research supported his or to allow students to build on their native language resources and the lack of preparation and suffocatingly narrow policies of what her developing history/literacy pedagogy. English proficiency they bring to the classroom, however imperfect. and how to teach writing hamstring English teachers’ ability to “We must put more of an emphasis on scaffolding and prepare their students to master this critical skill, according to Pella also presented “Shifting the Paradigm for Professional background knowledge that heightens student understanding and Juliet Wahleithner, a PhD student in the School of Education. Learning: Toward Participatory Teacher Professional engagement,” Bunch said. “English learners can meaningfully Wahleithner, whose expertise is in the teaching of writing Development Models.” participate in instruction through ‘imperfect language.’” and preservice teacher preparation, presented a study that took For more on the School’s presence at the 2013 Annual The Academic Literacy Summit was also sponsored by the a deep look at two writing teachers and the strategies they used Meeting of the AERA, download the School’s Research newsletter University Writing Program, the Carlston Family Foundation, to navigate a system and set of policies to teach writing to their at http://education.ucdavis.edu/publication/school-education-research- and the Yolo County Office of Education. To learn more students. news-brief-april-2013. about this work in the UC Davis School of Education, visit http://education.ucdavis.edu/academic-literacy-project.

56 Catalyst magazine / Spring 2013 UC Davis school of education / Bold Ideas. Innovative Solutions. 57 student news & notes Scholarship for First-Year PhD Student Helps Graduate Students Receive Recognition at Campus Symposium Whole Family Pursue Dream of Higher Education Diana Recouvreur, just beginning her journey toward a PhD Two UC Davis School of Education graduate students won Two other graduate students in education presented: recognition and $1,000 each at the UC Davis Interdisci- in education, has had a lot of help along the way, not the least of ■■ Bahareh Abhari (Paper Finalist) for “Factors Relating to the Two School of Education Students plinary Graduate and Professional Student Symposium held which from her husband. Recouvreur and her husband Chris- Experiences of Childhood Physical Abuse and Implications Chosen to Participate in Prestigious Seminar in April. topher were high school sweet- in the U.S. Legal System.” UC Davis School of Education PhD hearts, marrying early and having Garrett DeHond received Best Talk in Education ■■ Heather Breen (Poster Presentation) for “Moving Forward candidates Rosalyn Earl and a son just two years after gradu- ($1,000) for “Assisting ESL Students in UWP 1 Through by Looking Back: Using Staff and Participant Perceptions Lisceth Cruz have been named to ating. To ensure that Recouvreur Supplemental Online Grammar Instruction.” Rosa Manza of a Physical Activity Promotion Program for Program serve on the 2013 David L. Clark could attend college, her husband won Best Student Organized Session, Second Place ($1,000) Improvement Purposes.” National Graduate Student Research put his pursuit of a college degree for “Implementation of Community Based, Multi-Year, Multi- Seminar in Educational Leader- on hold. faceted Program in Mexican-Origin, Rural Communities in Faculty and alumni from every school and college on campus ship and Policy. Only 40 doctoral Now an Eleanor Barry California’s Central Valley.” judged the work of more than 200 students. students are invited to attend from Memorial Scholarship of $4,800 hundreds of nominations from to cover spring quarter education Diana Recouvreur and her son universities in the U.S., Canada, expenses is helping Recouvreur First-Year PhD Students Present UC Davis and abroad. Last year, School of and her husband to focus on both their educations. Education Research and Outreach Programs Education PhD candidate Kathryn Rosalyn Earl “Starting this PhD program was a major turning point for my Hayes was selected. family,” said Recouvreur. “My husband put his own education Every PhD student in the UC Davis School of Education is ■■ Summer Service Learning The Seminar, sponsored by the on hold while he supported me throughout my undergraduate required to take the Proseminar in Education during their first ■■ Strategic Alliance II – A professional development program University Council for Educational education. We decided that when I started this program he would quarter. The course, led by associate professor of education for elementary school teachers in mathematics Administration (UCEA), Divisions finally go back to school, so we quit our jobs and made the move. Rebecca Ambrose, is a professional induction into the field of ■■ Postsecondary Educational Opportunities for Students with A and L of the American Educa- My husband started his first semester at community college this educational research and to the Graduate Group in Education at Autism at UC Davis tional Research Association (AERA), January, and I am so proud of him and happy that he is able to UC Davis. ■■ West Sacramento Prep Charter School and SAGE Publications, brings finally pursue his academic interests.” In the course, Ambrose introduces students to the landscape ■■ Collaborative Learning through Active Sense-Making: emerging educational administra- “My funding is currently the only thing supporting our family of educational research methodologies, purposes and theories. Physics 7 at UC Davis tion and policy scholars and noted of three. The Eleanor Barry Memorial Scholarship adds to that and Students also learn how to analyze debates within education ■■ Pacific Coast Teacher Innovation Network researchers together for two days means that we are able to continue pursuing our degrees and have research and investigate K-12 educational outreach efforts at ■■ I-STAR: Innovations in STEM Teaching Achievement and of presentations, discussion, and time to spend together as a family. I am very grateful,” she said. UC Davis. The course culminates in a poster session presenta- Research Lisceth Cruz professional growth. Many of the The Eleanor Barry Memorial Scholarship is funded through a tion of what students learned about each program. graduates from this seminar are now faculty members at major trust held by Wells Fargo and made available to graduates of six research institutions across the globe. high schools located in the Monterey Park area of Los Angeles, Student Topics This year’s seminar was held in April prior to the Annual Calif. Recouvreur is eligible to apply for the scholarship again in ■■ An Investigation of Learning Opportunities at the Meeting of the AERA. the coming academic year. Student Farm ■■ Formative Assessment in Mathematics ■■ American Cultures, Values and the University Two PhD Candidates Receive Dissertation Fellowships Experience: UC Davis Academic Center ■■ Center for Education and Evaluation PhD candidates Rosalyn Earl and Joanna Wong have been awarded a UC Davis Dissertation Year Services Fellowship for the 2013-14 academic year. This fellowship supports promising doctoral students in their ■■ Sacramento Area Youth Speaks (SAYS) final year of graduate study with a $20,000 stipend, coverage of all fees, a $500 research allowance, and a Literacy Seminars $500 travel allowance. “I am pleased and honored to receive the dissertation year fellowship as it affirms the salience of my professional and academic work in service of improving the academic achievement of traditionally under- served students,” said Wong, whose dissertation research examines elementary Spanish-English bilingual students’ literacy practices and the contexts of their literacy development. “As a fellow, I will be able to focus the majority of my dissertation year on the dissertation writing process. Additionally, the award Rebecca Ambrose and first-year will provide funding for resources to support data analysis and an allowance to present my research at Joanna Wong another California university.” PhD student Ijeoma Ononuju Earl, who serves as the special graduate assistant to the chancellor and dean of graduate studies, is studying university campus discuss his presentation climate policy and marginalized communities. “This is wonderful news and gives me the opportunity to fully engage in the final year on SAYS, a youth literacy of my dissertation,” she said. “I think that it is definitely encouraging to know that the UC and the Office of Graduate Studies values and spoken word program research that will assist scholars and policymakers engage in higher education transformative practices.” offered through the School of Education’s CRESS Center.

58 Catalysttalyst magazine / Spring 2013 UC Davis scchoolhool of educationation / Bold Ideas. Innovative Solutions. 59 student news & notes U pCOming Events

Packard Foundation Awards Dissertation Fellowship to Doctoral Student School of Education Summer Enrichment Camps By Dawn Rowe The UC Davis School of Education is pleased to offer a wide variety of summer enrichment courses for students in grades 2 through asami Nancy Herota, a doctoral instructional approaches that differ from 12. Visit http://education.ucdavis.edu/summer-camps for more details and registration information. Mstudent in the UC Davis School of kindergarten and early childhood education Education’s Capital Area North Doctorate practices. in Educational Leadership (CANDEL) Herota’s dissertation chair, associate Adventures in Enrichment UCDMP Open Summer program, was recently awarded $5,000 by professor Gloria Rodriguez, notes, “Nancy is the David and Lucile Packard Foundation- a most deserving student and uniquely posi- Summer Camps for Grades 2-8 Institute: Developing Number CSU Dissertation and Pre-Dissertation Fellowship for 2012-13 tioned as a leader to conduct an analysis of local interpretation June 17 – August 9, 2013 Sense in the Early Grades for her proposed study titled, “Transitional Kindergarten – Case and implementation approaches to transitional kindergarten. 8:00 a.m. – 5:00 p.m. July 15-19, 2013 Studies of School Districts’ Implementation Approaches.” I believe her work will provide insights that will inform her 8:30 a.m. - 3:30 p.m. Jumpstart to College: Summer Herota’s proposed study focuses on the Kindergarten colleagues’ ongoing efforts and our understanding of the district- Location: Vacaville Unified School District; Readiness Act of 2010. This statewide initiative, phased in over level dynamics of educational policy in California.” Workshops for Students Vacaville, Calif. three years beginning in 2012-13, establishes a new transitional The CANDEL (EdD) program is a partnership between Entering 12th Grade kindergarten class for children who do not meet the revised age UC Davis and Sonoma State University, designed to identify Open to teachers in grades PK-3. Register July 29 – August 8, 2013 at http://education.ucdavis.edu/event/ and cut-off date for kindergarten enrollment in California. In exemplary educational leaders in schools, community colleges, 9:00 a.m. – 12:00 p.m. ucdmp-open-summer-institutes-2013. her study, Herota will explore whether and how implementation and related educational areas and support their development as approaches for transitional kindergarten produce curricular and scholar-practitioners in their fields. Young Writers’ Camps The Area 3 Writing Project will host two camps this summer: • June 17-21 and June 24-28 Agricultural Education continued from page 21 (9:00 a.m. – 12:00 p.m.) for students STEM Summer Camp entering grades 3-5 agricultural education departments in 305 schools and over Martindale was herself an for Girls • June 17-21 (9:00 a.m. - 3:00 p.m.) for 700 agricultural education teachers. agricultural education teacher from students entering grades 6-8 June 3-28, 2013 Sticking to its roots, agricultural education continues to be 1986 – 2003 in Lemoore, Calif. She 8:30 a.m. – 2:00 p.m. http://education.ucdavis.edu/general- UCDMP Open Summer organized around its original three key areas: classroom/labo- earned her teaching credential and information/young-writers-camps-0 Institute: Transformational Week-long camps for students going ratory instruction (contextual learning), supervised agricultural master’s degree at Cal Poly and was Geometry experience (work-based learning), and student leadership orga- credentialed as a school counselor. into 5th, 6th or 7th grade running during June 2013. Various off-campus July 29 – August 2, 2013 nizations (including the national FFA, formerly known as Future Eventually, she concluded that she locations. All camps run 8:30 a.m. – 8:30 a.m. – 3:30 p.m. Farmers of America). But the world has definitely changed since could do more for kids teaching UCDMP Open Summer 2:00 p.m. 1917, and according to Martindale, “ag ed” is as relevant as agricultural education than she could Institute: Modeling in the Location: Vacaville Unified School District; ever. as a school counselor. “I could do a Middle Grades Vacaville, Calif. “In the old days, ag ed really was intended to prepare lot more counseling in a truck taking Lynn Martindale Open to teachers in grades 8-12. Register kids to make a living in their agrarian communities,” said kids to a field than sitting in an office June 24-28, 2013 at http://education.ucdavis.edu/event/ Martindale, “but that is no longer the case. Now it prepares waiting for them to come in or be 8:30 a.m. – 3:30 p.m. ucdmp-open-summer-institutes-2013. individuals to be critical thinkers and active citizens of the 21st sent in. All I had to do was listen,” she said. Location: American Canyon High century, capable of understanding the world around them and She reflected on the fact that women now play a significant, School; American Canyon, Calif. providing leadership in all facets of their lives.” if not dominant, role in agricultural education, but for her this Open to teachers in grades 4-8. Register Martindale also says that agricultural education can be a was not always the case. “One of my most vivid memories is Summer Fun with a Brain: Summer Camps for at http://education.ucdavis.edu/event/ haven for students who may be struggling in school. “Some being asked by the school board when I was hired if I thought ucdmp-open-summer-institutes-2013. kids can get kind of lost in high school, and ag ed can provide I could really fill a man’s shoes,” she said. At the time, she was Students in Grades 5-8 them with more hands-on learning opportunities that they can one of only about five women in the state to teach agricultural June 10 – July 26, 2013 relate to,” she said. They often also learn practical skills, such education. In 2003, when she joined the School’s Teacher 8:30 a.m. – 5:00 p.m. as how to write a resumé and make a formal presentation. Education faculty, she was only the second woman to teach “There is just a lot of applied learning, and if you don’t do it agricultural education at UC Davis. right, we don’t fail you. We teach you how to be a success.”

60 Catalysttalyst magazine / Spring 2013 UC Davis school of education / Bold Ideas. Innovative Solutions. 61 “Ten is a Good Age…”

“ Ten is a good age. Not so young not to make a significant impact in public education, but not too old to have, as Associate Dean Paul Heckman puts it, ‘hardening of the categories.’ Our tenth anniversary year was filled with celebration of the accomplishments our faculty, students, and alumni made during our first decade and a focus on the School’s vision for the future.”

-- Dean Harold G. Levine

62 Catalyst magazine / Spring 2013 UC Davis school of education / Bold Ideas. Innovative Solutions. 63 Non-Profit Org. U.S. Postage PAID UC Davis School of Education University of California One Shields Avenue Davis, California 95616-8609

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